Environmental Education in the São Francisco River Valley

Transcrição

Environmental Education in the São Francisco River
Valley:
A review of assets, requirements, and recommendations for the development of
environmental education programs that will support the enhancement of sustainable
fisheries and communities on the Upper-Middle São Francisco River
Cathy Carolsfeld
& Barbara Johnsen
July 2005
DRAFT
1
Table of Contents
Executive Summary............................................................................................................................... 3
Glossary of Acronyms and Terms........................................................................................................... 4
Introduction .............................................................................................................................................. 7
Objectives ................................................................................................................................................. 7
Methods .................................................................................................................................................... 8
Activities................................................................................................................................................... 9
Results....................................................................................................................................................... 9
1. Reconnaissance of the Rio São Francisco (Rio SF) in the PPA Project area............................. 9
2. Review of community assets and requirements for environmental education programs .......... 22
Três Marias (TM)........................................................................................................................ 23
São Gonçalo do Abaeté (SGA) .................................................................................................. 30
Pirapora (PP) ............................................................................................................................... 38
Buritizeiro (BZ)........................................................................................................................... 42
Municipality of Varzea da Palma............................................................................................... 51
Municipality of Ibiaí ................................................................................................................... 58
Other Governmental and non-governmental resources outside of the target communities .... 61
Summary Recommendations for Integrated Environmental Education programs across
Project area.................................................................................................................................... 66
Brazilian Initiatives............................................................................................................................ 66
Canadian Support............................................................................................................................... 69
Appendix 1 ............................................................................................................................................... 74
Appendix 2 ............................................................................................................................................... 76
Appendix 3 ............................................................................................................................................... 81
Appendix 4 – Summary of Survey Results............................................................................................. 82
2
Executive Summary
As part of the CIDA project “Peixes, Pessoas, e Água” a Canadian and Brazilian
team is working with environmental educators and people whose livelihoods are supported by
fishing to address mutual goals for a healthy riverine ecosystem. Outstanding examples of
environmental education exist in Canada and Brazil and we were most struck by the similarities
in the issues facing educators and communities in both countries. The most important of these
lay in connecting programs to local culture and issues of concern.
In March of 2005, Cathy Carolsfeld and Barbara Johnsen visited the six
municipalities in the Project area and met with community members including fishermen and
their families; students; teachers; school administrators; representatives of municipal, state and
federal governmental agencies; private businesses; and NGOs. We also participated in guided
tours of the river and riverine communities; discussed assets and local issues of concern to the
community; and collated the results from questionnaires that were filled in by 48 schools in the
project area. The information from these activities provided the basis for identifying assets that
are already in place, environmental and (related) social issues of most concern, and components
that need to be developed in each community in order to address these issues.
Although local pressures on the environment vary tremendously, the over-riding
concern was with the health of local waterways that feed into the São Francisco River and the
need for local communities to be both personally aware of and involved in efforts to restore
them to a healthy condition. Educating children and helping them develop an active and
personal role in addressing these issues was considered to be the most effective starting point.
It was also clear that EE programs that are in place lack continuity, networking, and support,
and that all of these issues need to be addressed in order to accomplish long term goals.
Finally, all of the communities expressed an overwhelming desire to participate in Project
Peixes, Pessoas e Água so that they could build the foundation needed to address these issues in
a more coordinated and sustainable manner.
Our observations and results were used as a basis to develop a series of
recommendations for both the individual municipalities and the overall project area.
Addressing watershed health issues; supporting the training and networking of environmental
educators; and developing venues for increased public awareness were identified as the most
critical areas to be supported. The most effective first steps to achieve these goals will be
through: participative extension courses for key students, teachers and administrators who will
act as mentors to others in the project communities; developing relevant focal tools for
environmental education (e.g. participatory construction of local microbasin watershed models
&-or native freshwater aquarium ecosystems); and developing school and public education
programs that use these tools as a focus for increased awareness about local environmental
issues and act a springboard for positive community action programs.
3
Glossary of Acronyms and Terms
AMMESF
Beija Flor
BG
buriti
BZ
CEMIG
cerrado
CIDA
CIEA
CODEVASF
coleta seletiva
CONFEA de MG
COPASA
EE
ESEC
Fazendas
Gente Joven
GRAAL
IBAMA
IEF
IGAM
Integrated environmental
education
Lixo e Cidadania
mananciais
mata
Matricula Verde
Associação dos Município do Médio São Francisco (Association of
Municipalities of the mid-São Francisco)
Literally, “kisses flower”, an education program done through
SAAE, in partnership with MESFA and geography students from
Unimontes in the Municipality of Pirapora. (Pg.
Barra do Guaicuí
Palm tree native to Brazil and distinctive in the veredas ecosystem
Buritizeiro
Companhia Energética de Minas Gerais (hydroelectric company)
Tropical grassland savannah
Canadian International Development Agency
Comissão Interinstitucional de Educação Ambiental (Federal InterInstitutional Commission of Environmental Education)
Companhia de Desenvolvimento dos Vales do São Francisco e do
Parnaíba (Company for Development of the São Francisco and
Parnaíba Valleys)
Selective collection, referring to solid waste management
Comissão Coordinadora do Forum Permanente de Educação
Ambiental de Minas Gerais (Commission Coordinating a Permanent
Forum on Environmental Education in MG)
Companhia de Saneamento de Minas Gerais (Sanitation Company
of MG)
Environmental Education
Estação Ecológico de Pirapitinga (Ecological Station)
Farms
Young People
International network of women founded in Holland, with an active
chapter in Buritizeiro
Instituto Brasileiro do Meio Ambiente e dos Recursos Naturais
Renováveis (Brazilian Institute for the Environment and Natural
Resources)
Instituto Estaduel de Floresta
Instituto de Gestão de Aguas Mineira (Water Management Institute
of Minas Gerais)
Activities that are either integrated across the curricula in the school,
or linked to other programs out of school/in the community. Ideally,
programs meet both criteria.
Garbage and Citizenship
Sources, referring to a river’s starting point
forest
“Graduate Green” - environmental education program at the school
Colégio Cenecista de Pirapora
4
MESFA
Minha Caderneta de Pescaria
Pg. 42
My fishing passport; distributed by PNDPA
nascente
Spring, referring to a place where water flows naturally from the
ground
Non-governmental organisation
NGO
Out-of-school environmental
education
passeatas
Programs initiated independently from a school. Students either
leave school to participate in field trips or community events, or
programs are presented in the classroom that may or may not
support curricular goals.
walks
Petrobras
Petróleo Brasileiro
piracema
Period between October and March when fish migrate to headwaters
of rivers rapids to spawn
Polícia Miltar de Minas Gerais
PMMG
PNDPA
PP
PPA
Programa Semeando
Projeto Chuva
Projecto Manuelzão
Projeto Renascer
Projeto Vereda: Mãe das
Águas
Rio SF
RMEA
SAAE
Sala Verde
SGA
sítio
Sucato
suribim
TM
UFRJ
Programa National de Desenvolvimento de Pesca Amadora
(National Program for Development of Amateur Fishers)
Pirapora
Peixes, Pessoas e Água (Fish, People, and Water)
Sowing Program, part of the National Service for Rural Learning
Apprenticeships
Project Rain, offered by COPASA
Manuelzão Project, restoration of the Rio das Velhas watershed
Pirapora
“Vereda Project: Mother of Waters”, pg. 20
Rio São Francisco
Rede Mineira de Educação Ambiental (Network for Environmental
Education of Minas Gerais)
Serviço Autônomo de Água e Esgoto (Autonomous Service of
Water and Sewer)
“Green Room”, environmental education program to be
implemented in Pirapora by the Municipal Secretary of
Infrastructure and Urbanism
São Gonçalo do Abaeté
Small farm
Superintendência do Trabalho Artesanal nas Comunidades
(Supervision of Artistic Work in Communities, overseen by the
State Secretary of Employment)
Type of catfish native to Brazil
Três Marias
Universidade Federale de Rio de Janeiro / Federal University of Rio
5
UFSCar
Unimontes
veredas
WFT
de Janeiro
Universidade Federale de São Carlos
Universidade Estadual de Montes Claros
Source of a stream, unique ecosystem
World Fisheries Trust
6
Introduction
World Fisheries Trust (WFT), together with their Brazilian and Canadian partners, is
implementing a project on enhancing sustainable fisheries and conservation in the São
Francisco River: CIDA project Peixes, Pessoas e Água (PPA). The key elements of this
project are to: 1) make positive changes in fisheries management practices, 2) enhance social
support programs for fishing families in riverine communities, and 3) improve the
conservation status of fish stocks, including the improvement of environmental conditions.
Environmental education has been shown to be a valuable tool in creating changes to how
people manage and care for natural resources and the environment. This, in turn, is an
essential prerequisite to making fishing livelihoods and communities sustainable in the face
of limited resources and environmental degradation.
This review was undertaken in response to the Brazilian need for Canadian input to help
implement and integrate the environmental education component of the PPA Project with
other components that are already in place in a manner that addresses relevant community
issues.
Objectives
1)
To work in consultation with WFT, Brazilian partners, and community members to
review community assets and requirements for the development of environmental
education programs in the six municipalities within the PPA Project’s focal area
(Figure 1, Map of PPA Project area).
7
2)
To use these results to develop a strategy for implementing environmental education,
within the Project area and duration, in a manner that will foster sustainability of the
fishing livelihoods and communities in the future.
3)
To identify and recommend application of Canadian expertise and to propose next
steps, timelines, budgets, and partner responsibilities within the proposed activities.
Methods
This work was carried out in partnership with Barbara Johnsen, a resident of Três Marias.
Barbara did much of the groundwork to set up consultative meetings in each municipality,
and was responsible for administering the surveys during the meetings. This Brazilian
support enabled the investigator to converse freely with individuals during meetings to obtain
a better understanding of the particular local situation.
The background information was gathered by four methods:
1)
Participating in reconnaissance tours of the Rio SF, in areas including the Marias
Reservoir to the Rio das Velhas Tributary;
2)
Participating in on-site consultative meetings with community members from schools,
government agencies, the private sector, and NGOs directly involved in environmental
education programs taking place in the six municipalities involved in the PPA
Project:Três Marias, São Goncales do Abaeté, Pirapora, Buritizeiro, Varzea das
Palmas and Ibiai;
3)
Distributing and collating questionnaires (prepared by a joint UFSCar-PPA Project
team) to school directors in each of the municipalities; and
4)
Summarizing the information gathered from these sources to identify the key assets
and the individual environmental, and related social, issues in each of these
municipalities.
These results were then reviewed and discussed by Cathy Carolsfeld and Barbara Johnsen on
an ongoing basis in order to develop the outline of an environmental education program that
will address the unique needs and utilize the existing assets of each of these communities.
The consultative meetings included:
•
A brief overview of the overall PPA Project and how it might be able to provide
support for environmental education initiatives in the schools and community
(presented by Yogi Carolsfeld and/or Barbara Johnsen);
•
A brief description of Cathy Carolsfeld’s experience in Canada and the success of
integrated environmental education programs that focus on issues that are relevant
to the local community (Cathy Carolsfeld);
8
•
Discussions about the spin-off benefits of the integrated approach based on the
Canadian experience (e.g. increased academic skills, social inclusion and increased
self-esteem of marginalized groups, increased community awareness) and the role
this can play in achieving sustainable fisheries and healthy fishing communities
(Cathy Carolsfeld);
•
An open forum for teachers and other professionals involved in environmental
education to fill in the questionnaires and to describe the programs already in place
and the environmental issues of most concern to their community; and
•
Consideration of possible strategies for incorporating these concepts into integrated
environmental education programs that address local issues more effectively.
The focus of the discussions was to determine the main environmental and related social
concerns in each municipality, the assets that are already in place to help address these
concerns, and possible new approaches that will help achieve a more sustainable fisheries
and community lifestyle.
Activities
The author traveled from Canada to Brazil and toured six municipalities along the Rio São
Francisco. See Appendix 1 for a detailed trip itinerary.
Results
1. Reconnaissance of the Rio São Francisco (Rio SF) in the PPA Project area
It is essential for youth to have hands-on experience with both natural and altered ecosystems
to understand how they work, and to appreciate the impacts that human activities have on our
natural world. This experience, combined with the teaching of critical thinking, provides a
foundation from which to contemplate personal actions to lessen negative impacts.
A tour of the river and reservoir near Três Marias was hosted by Seu Norberto. It happened
to coincide with record rainfalls and reservoir levels. Viewing the release of water from the
reservoir down the spillway at Três Marias was not only spectacular, but demonstrated the
extreme turbulence and upwelling created by the active spillway (Image 1). The distinctive
and persistent division between water originating from the reservoir and water from the
surrounding creeks was remarkable (Image 2), as was the marked difference between
reservoir and river ecosystems (Image 3).
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Image 1. Reservoir overflow. Note the extreme turbulence as the reservoir water meets the river at the
base of the spillway.
Image 2. View of the São Francisco River from the CEMIG dam. Note the obvious distinction between
river water (brown - top of photo) and reservoir water (blue - bottom of photo).
10
Image 3. View across the reservoir from the CEMIG dam
A boat tour to Pontal do Abaeté enabled the team to observe some of the negative impacts
human activities are having on the river: many stretches of shoreline completely denuded of
riparian vegetation, the input of sewage from towns such as Três Marias, and the upwelling
of partially treated waste water entering the Rio SF from CMM. In addition, ecological
features such as rapids along the Rio SF, and the interface between water entering from large
tributaries (e.g. Rio Abaeté) and smaller creeks facilitated an understanding of the ecology of
this dynamic environment.
The President of the Fishermen’s Colony Z-01, Seu Pedro Melo, provided a guided tour of
the Rio SF from the Pirapora-Buritizeiro falls (Image 4) to Barra do Guaicuí, where the Rio
das Velhas meets the Rio SF. This was done on the Colony’s boat and provided a valuable
overview of the riverine communities (Images 5, 6, and 7) and the environmental challenges
faced by communities along this particular stretch of the river (Images 8 and 9).
11
Image 4. View of the "falls" or rapids at Buritizeiro (looking across to Pirapora). This is an important
site for the local artesanal fishery in Buritizeiro.
Image 5. Flooded shoreline of the São Francisco in the municipality of Buritizeiro.
12
Image 6. Riverine dwellings and fishing boats along the São Francisco, in the municipality of
Buritizeiro.
Image 7. Fishers at work along the margins of the São Francisco River, between Pirapora and Barra do
Guaicui. Note the healthy riparian vegetation.
13
Image 8. View from Barra do Gauicui, near the mouth of the Rio das Velhas. Note the raft of vegetation
and garbage that has been dislodged from the shore and become riverborne during recent flooding
(beneath the sign). There was a steady stream of such garbage heading downriver.
Image 9. Examples of some of the industrial activities along the São Francisco River, near Pirapora.
View of the metal refineries downstream of Pirapora (background) and sand dredger (foreground). The
smoke from the stacks causes eye irritation and was intensely noticeable at dusk, as the team returned
from Barra do Guaicui.
14
There was evidence of the high rainfall levels and flooding that was further exacerbated by
the release of overflow from the Três Marias reservoir (Images 10 and 11). The team saw
and felt the effects of metal refineries near Pirapora (Image 9). Other features of note during
the boat tour include: the artesanal fishers at work in the river (Image 13), irrigation pumps
serving the vineyards between Pirapora and Barra do Guaicui (Image 14), the continuous
stream of garbage floating down Rio das Velhas from Betim and Belo Horizonte to the Rio
SF after the recent heavy rains; and the open sewage in flood water surrounding many homes
in lower Guaicuí.
Image 10. Park equipment at a beach in Pirapora takes on a life of its own as it is submerged by recent
flooding.
15
Image 11. View of the river wall and submerged community soccer fields in Pirapora.
Image 12. For the first time in many years this marginal lagoon in the vicinity of Buritizeiro is flooded.
16
Image 13. The net has just been cast by fishers at work in the São Francisco River, between Pirapora
and Barra do Gauicui.
Image 14. Pump station for irrigation along the São Francisco River, between Pirapora and Barra do
Guaicui.
17
The team also visited some of the sources (veredas) of the creeks feeding into the Rio SF in
the vicinity of Três Marias (Images 15, 16 and 17). The vereda of Barreiro Grande Creek is
close to Três Marias in the hills near the airport. It is easily accessible by vehicle and foot,
and a beautiful example of a relatively intact vereda ecosystem, with abundant buriti.
Image 15. View of the vereda feeding Barreiro Grande, above Três Marias. The sandy soil here is
typical of this vereda ecosystem.
Image 16. Buriti palms characteristic of the vereda ecosystem.
18
Image 17. Upper reaches of Barreiro Grande, just below the vereda.
There is another intact 10 ha. vereda and small lake ecosystem near Andrequicé, at the
BRO40. This area has been set aside as a reserve that can be used to educate the local
community about intact native ecosystems. This project, Projeto Vereda: Mãe das Águas, is
a wonderful opportunity to develop public awareness through a community - driven
initiative.
These intact ecosystems are important in the daily lives of Três Marias residents, and need to
be understood and appreciated by the community in order to address environmental issues in
a sustainable way. (See recommendations for Três Marias, below.) Guided experiences in
these habitats will help the public more fully understand the fragile nature of these
ecosystems, the important role they play in the health of local waterways, and the kinds of
environmental issues that communities need to address in order to ensure their continued
survival.
19
Image 18. Field above Corrego Barreiro Grande, in Três Marias. Roadside garbage dump sites are
exceedingly common throughout the area.
Image 19. A hand-drawn recycling cart that is part of a recycling program established by the Ministry of
the Environment of the Municipality of Três Marias.
20
Image 20. View of a section of Corrego Barreiro Grande in Três Marias. It is not unusual to see sewage
being drained directly into the local creeks (centre right).
Image 21. View of CMM (Três Marias) from Beira Rio.
21
Image 22. View of the upper spillway of the CEMIG hydro development near Três Marias. The reservoir
reached record levels during February 2005 and the spillway was opened. Many of the repercussions of
this flooding have been noted in previous photos.
Each of the communities in the PPA Project area possesses natural and disturbed ecosystems
of these kinds. Programs that foster awareness and education about the communities’ local
resources should be incorporated into each municipality’s integrated environmental
education plans.
2. Review of community assets and requirements for environmental education
programs
This section presents:
•
Summaries of the consultative meetings in each of the six municipalities;
•
A list of the environmental issues of particular concern to each community as they
emerged from the consultative meetings and the questionnaires; and
•
A summary of consultative meetings with governmental and other agencies in Belo
Horizonte that support and/or deliver public environmental education programs.
These assets and issues were carefully considered in order to develop a proposal for an
integrated environmental education strategy that would address both the unique needs of
each community and the overall objectives of the PPA Project.
22
Três Marias (TM)
Consultative meetings
It was not possible to meet with teachers and directors of Três Marias schools during this
visit, so impressions and recommendations for environmental education in this community
are based on data from the questionnaires and discussions with Barbara Johnsen, who has a
long history of working with environmental education in the municipality of Três Marias.
Activities in Três Marias included discussions with a representative of the Municipal
Secretariat of Education and Culture (Cléria Maria Melo) and attendance at a lecture and
discussions against the Transposition of the Rio SF.
1) Secretary of Education and Culture
Cléria Maria Melo is extremely receptive to the idea of integrating environmental education
into the school curriculum. She summarized some examples of projects with environmental
themes that have been implemented in local schools (e.g. storybook competitions,
vermiculture, raising and caring for chicks, and stand-alone government programs). All
attract interest and attention, but lack long term sustainability. These programs’ deficiencies
may include:
•
Lack of training for teachers implementing the programs,
•
Lack of long-term planning (e.g. what to do with chicks that are being raised, how
to deal with mortality),
•
Commitment to carrying out programs in the long term (i.e. how to spread the
effect of stand-alone programs into the community by better integrating them into
the school curriculum).
Cléria Maria Melo’s suggestions for how to achieve a successful and sustainable
environmental education program are:
•
Identify a project that is relevant to the community;
•
Build a network of partners to implement it (rather than relying on individuals
working in isolation);
•
Survey all directors of local schools that the PPA Project encompasses;
•
Based on results and interviews with staff, choose a few key schools with which to
initiate the work. (Note: this would depend on the nature of the project they have
in mind).
Other topics of discussion about tools for success included:
23
•
A local person should coordinate the environmental education program. It was
suggested that Barbara Johnsen is an ideal candidate since she is familiar with the
local needs, has the contacts in place, and has a great deal of experience in the
project’s focal area.
•
Teachers need to be both dedicated and enthusiastic; they must be ready to put
extra time into being trained and sharing their learning with other teachers.
•
Administrators of participating schools need to be supportive (e.g. accommodating
the need for training both during and outside of school hours) and actively involved
in implementing the programs in the community.
•
The community must be ready to seize opportunities as they arise.
•
Networking within and amongst schools and communities must be established and
maintained on a regular basis (e.g. workshops and brainstorming sessions to review
progress and share lessons learned as programming evolves).
•
Work and displays need to be circulated in the communities to increase public
awareness and encourage increased involvement by the larger community.
Note by Cléria Maria Melo: The Municipal Secretariat of Education and Culture for Três
Marias would be prepared to support the work of a coordinator by providing access to desk
space and office equipment such as a telephone.
Note by Yogi: In order for a mutually-developed environmental program to succeed in the
long-term, it is essential to have a permanent local coordinator who will provide support to
teachers participating in the program.
2) Lecture and Discussions: Transposition of the Rio São Francisco
•
The MG State government has proposed to re-route the Rio SF to provide water to
impoverished parts of NE Brazil. The project is called the Transposition, or
Revitalisation.
•
The Transposition is an emotional issue in this part of Minas Gerais. Residents of
Minas Gerais are absolutely against Transposition of the River and it is difficult to
find public venues at which an objective presentation of the pros and cons are
brought forward.
•
Fears people have expressed include:
−
Less water would be available for residents of MG;
−
Local ecosystems would be damaged by the construction of canals;
−
Changes in flow patterns and rates would lead to increased sedimentation, etc.;
24
−
The electrical power produced in MG would be strained and inadequate for
State needs, since so much power would be required to pump water up to the
NE;
−
The majority of the water will be used for urban and agricultural needs. Due to
the high cost of creating a distribution network from main canals, little of the
water will reach the poor people who need it most.
Other issues raised included:
•
The health of the Rio SF is in question. The people of MG are in jeopardy of being
without an adequate supply of clean water in the near future. There is an urgent
need to address the concern of restoring the river to a healthy condition before
thinking about sharing it with other parts of Brazil.
•
A teacher who has just moved to this area and is teaching in a local school wants to
have access to information and resources related to the Transposition so she can get
the information out to her students. She believes that reaching students is the best
way to get information out to the community.
•
People need both sides of the story so they can make informed decisions about the
issue.
3) CODEVASF and UFSCar
The outcome of the discussions on the Três Marias Water Quality Monitoring Program (in
partnership with IDRC) are presented in the minutes of the meetings that took place on
March 10 and 12, 2005.
4) UFRJ and IBAMA
Introduction and Background Information
Cathy Carolsfeld, Barbara Johnsen, and Alison Mcnaughton met with Marilia Sato Brasil to
discuss a possible partnership for developing sustainable community environmental
education in the TM region. Marilia Sato Brasil is a biologist and professor from the Federal
University of Rio de Janeiro (UFRJ) who is interested in environmental education in
communities at risk. She has just arrived in TM as a consultant for the IBAMA station
(Estação Ecologica (ESEC)-Pirapitinga) in the TM reservoir. This position is based on a
joint agreement between the UFRJ and IBAMA. It is already very clear to her that most
people aren’t aware of this reserve and its potential as a focus for environmental education.
Marilia Sato Brasil will be meeting with local IBAMA representatives on March 15-17, 2005
to plan their strategy for helping increase environmental awareness in the local community.
She feels that the water quality monitoring project provides a practical application for the
launch of the environmental education component of her position.
25
History of the Ecological Station of Minas Gerais (Estação Ecológico de Pirapitinga (ESEC)
The ESEC was set up on Ilha da Maria (in the TM reservoir) in 1984, with the goal of
preserving a portion (1000 hectares) of the Brazilian Cerrado.
It is supposed to be one of the best-preserved areas in MG, and encompasses a 20KM radius
of protected area around the island, including veredas, cerrados, and traditional fishing
communities.
IBAMA’s main interest is research and conservation, but they want to integrate
environmental education into their community programming efforts and are already involved
in social work with the local fishing community.
Public visits are not allowed on the reserve; only research and private visits are permitted.
Marilia Sato Brasil noted that the partnership between the station and IBAMA is already well
established. Her role during her first year will be to assist IBAMA with ongoing projects.
Her long-term vision, however, is to develop a more global and sustainable plan for
community education.
She envisions doing this through:
•
Providing training and material resources for key community members, including:
−
Teachers and other professionals in the community;
−
University students who show commitment to continuing in this line of work;
and
−
Public school students interested in pursuing studies in environmental themes.
(Note: this would include pursuing scholarship/bursary options for these
students.)
•
Gathering and compiling resource material that will support community education
efforts,
•
Building awareness among professional fishers, sport fishers, and the extended
community (families, students, teachers) living in isolated communities in the
vicinity of the reserve about issues such as:
•
−
Piracema (spawning),
−
Pollution (personal and industrial), and
−
Water use.
Developing a long-term plan (e.g. a minimum of 5-10 years) that is sustainable and
can produce measurable results.
Marilia Sato Brasil believes part of this training should include boat tours to the local
community members that would illustrate the local ecosystem yet avoid beaching and
26
causing damage to the shoreline. There is a fishing community that includes a school near
the reserve that could be a pilot area for a broader program.
Discussions and Timeline
•
Marilia’s first year here will be dedicated to getting set up and helping publish
existing resource material.
•
Someone may be hired (possibly through IBAMA) to start the environmental
education initiative under Marilia’s guidance.
•
The focus will be to do the groundwork and put together a proposal for a longterm, sustainable plan for environmental education.
•
Marilia feels that the program will need partners to get off the ground and that the
environmental education component of the PPA Project could be an appropriate
partner to work with on community environmental education
•
Marlucia from IBAMA in Belo Horizonte can probably help in some capacity, but
needs a proposal from Marilia to allow her to provide the necessary resources.
•
Cooperative work that would be interesting for this partnership includes:
−
Producing a folder or brochure to build community awareness,
−
Supporting venues for shows/fairs that promote science and integrated
environmental education,
−
Holding workshops and forums to pass information on to the public.
Suggestion: The PPA Project work cooperatively with Marilia to prepare an appropriate
proposal for IBAMA.
Questionnaires
The information from the questionnaires for TM schools is presented in Table 4. A summary
of the highlights is presented below:
•
Except for pre-schools, all schools are involved with integrated environmental
education programs that include at least four academic subject areas.
•
Many of the schools participate in environmental education programs supported by
outside agencies.
•
All respondents were interested in working together and with the PPA Project.
•
As educators, respondents expressed a sense of personal responsibility to do their
part to help improve their local environmental situation, especially in the context of
the importance of the river to the community.
27
•
Now that the infrastructure, interest, and community partners are in place and
ready to develop integrated environmental education programs, they feel the need
to develop a network and share experiences in order to ensure the continued
growth and success of these programs.
•
There is a feeling that environmental education needs to extend beyond the
classroom to the larger community.
•
Teachers are concerned about their heavy workloads, lack of material resources,
and need for training.
Recommendations for Três Marias:
1)
Find Brazilian counterpart funding for a local environmental education coordinator
and support person, possibly through IBAMA or MMA. Barbara Johnsen has many of
the qualities essential for such a position.
2)
Submit a proposal to IBAMA for a community environmental education initiative in
partnership with Marilia Sato Brasil (UFRJ professor and consultant to IBAMA) and
the Director of ESEC.
3)
Build a watershed model (and associated map) of the Corrego Barreiro Grande – Rio
SF watershed.
4)
Train a group of key teachers, university and high school students, and fishers to help
present the model and related integrated environmental education programs to other
students and the community.
5)
Appoint an interested teacher and university and/or high school student representatives
to attend workshops on watershed education presented by Haydee’s group from
UFSCar in partnership with the Canadian environmental education team. These
students and their sponsor teachers will be ambassadors for initiating community
environmental education programming.
6)
Have schools adopt the nearest (accessible) portion of Barreira Grande Creek to act as
a focus for integrated school programs related to restoration of this creek, including a
community environmental education component. (For example, a simplified version
of water quality monitoring to supplement data emerging from IDRC Rio SF project.)
7)
Create stronger links between fishers and schools; for example, through student
participation in IDRC training workshops and parallel student monitoring programs on
the creeks and river, with additional guidance from fishers as needed.
8)
Deliver outreach environmental education programs to local students, including guided
tours of the Rio SF reservoir (including viewing the Ilha de Maria reserve) the Rio SF
from the dam to the Três Marias waterfront, Barreiera Grande Creek (including it’s
source (vereda)), CEMIG hydroelectric development, and the CODEVASF research
station.
28
9)
Develop long-term links between schools and CODEVASF through outreach
programs and scholarship or bursary programs. CODEVASF could provide support
and assistance in delivery of community environmental education initiatives, including
long term monitoring and restoration of creeks and marginal lagoons, as well as
development of “Projeto Vereda: Mãe das Águas” as a teaching park with signage that
will educate the local and tourist community.
10)
Maintain contact with a local tourism group around the issue of a Tourist Centre. If
this comes to fruition, it would be a perfect venue to set up an aquarium and promote
public education regarding local environmental issues.
11)
Hold high school debates regarding the issue of Transposition of the Rio SF. Note:
both sides have to be presented, debated, and voted on based on the arguments made.
This would be a wonderful chance to develop an integrated project since arguments
would be related to geography, history, math, science, economics, marketing, language
arts, research and public speaking skills, and could also involve mentoring by
university students.
Image 23. The boat belonging to the municipality of Três Marias anchored in the reservoir. This boat
was designated to carry groups of students participating in educational tours of the river or reservoir, but
has not yet been used for this purpose.
29
São Gonçalo do Abaeté (SGA)
The meeting in SGA included school directors and teachers as well as representatives of
the municipal government.
1) Consultative meeting in SGA
The initial discussions were related to the following questions:
1) How to apply environmental education to different subject areas when teachers tend to
work in isolation, and
2)
How to come up with a focal tool that will be relevant to all schools, when each one
has very different concerns.
The main environmental issues of concern identified by this group are:
1) Deforestation
2)
Garbage
3)
Problems with the water supply:
•
Pollution of the Abaeté River
•
Direct disposal of sewage into the river
•
Agricultural toxins entering at the head of the drainage system
•
Effects of diamond mining on the river (environmental and social issues)
Possible Focal Tool discussed for Municipality of São Gonçalo do Abaeté
The Abaeté River is one of the largest tributaries of the Rio SF and holds a great deal of
cultural symbolism for the municipality. The group suggested that restoration of small,
local creeks could be a focus for environmental education. A good starting point would
be:
• Getting to know the Abaeté River through photographs, drawings, and interviews
with local residents.
•
Teaching the rest of the community what they have learned through public displays
that raise awareness about the importance of the river and its resources,
•
Creating a positive approach to teaching the community how their day-to-day
activities affect the river, and
•
Sharing lessons learned through exchanges with other schools, communities, and
municipalities.
30
The main discussions were about possible problem areas cantered around mining:
•
Mining activity has the most serious detrimental effect on the river.
•
Few people are aware of the damage done by mining.
•
Miners are very poor and lead a transient lifestyle, which in turn affects their
children’s access to education and creates other social problems related to
marginalization.
•
Unfortunately, there are not any alternative livelihoods in place for the miners and
their families.
•
It is important to find a way to avoid marginalizing this sector of the population
even more than it already is.
•
The best possible first step could be through raising awareness about the
importance of the river and conserving its resources.
•
Part of this objective could include increasing our understanding of the life of
miners and helping create positive alternatives for them in the community, rather
than blaming them.
2) Visits to other schools
Beira Rio and Pontal Abaeté Schools did not fill out questionnaires. Observations below are
based on visits by the team to the two schools. Both schools serve students in grades one to
four, after which students go to schools in Três Marias.
Observations and consultative discussions at Beira Rio School
•
Obvious atmosphere of pride, enthusiasm, mutual respect, and sense of
community: e.g. School gardens have many palm trees planted and nurtured by
students (Image 24).
•
Community and family life is very closely connected to the Rio SF and fishing; the
community is geographically close to the river with easy public access (Images 24
– 30).
•
A history exists of integrated, community oriented projects.
•
A re-planting program was done along the riverbank, although many of these
seedlings have since been destroyed by fire.
•
Versions of community mapping done as class projects that involve photographs,
interviews that include issues related to social structure, and support networks such
as health, basic necessities, and gender issues.
31
•
School entrance foyer is a public area that would be ideal for community project
displays.
•
Introduction of PPA Project team to students evolved into impromptu English and
math lessons.
•
Using a digital camera was a successful icebreaker.
Image 24. School garden at Beira Rio School. The students themselves planted and cared for the trees
and other plants, and take great pride in their garden.
32
Image 25. Selling fish at the market on the highway near Beira Rio and Três Marias. Most fish sellers
are male middlemen.
Image 26. Cleaning and preparing fish for the market in Beira Rio, near Três Marias.
33
Image 27. Everyone participates in the fishery. Women returning home with their catch from the river.
Image 28. The local passion and pass-time near Beira Rio: someone is fishing from almost any
accessible site along the São Francisco River.
34
Image 29. Boat launch in Beira Rio provides fishers with access to the river and will also be an ideal
location for students from Beira Rio School to monitor an adopted portion of the São Francisco River.
Image 30. Dock site near the bridge over the Rio São Francisco close to Beira Rio. This is another
convenient access point from which students could monitor aspects of water quality of their River.
35
The director of Beira Rio School had the following suggestions about planning their
program:
•
Use the Rio SF (rather than R. Abaeté) as the focus for environmental education.
•
Include input from students and teachers to develop the project:
•
−
What do they already know?
−
What do they want to know?
−
How might they find this out?
Involve parents, including fishers, as much as possible.
Observations and consultative discussions at Pontal Abaeté School
•
One teacher instructs 15 students in a one-room classroom.
•
A strong sense of community and connection to river exists in the students’
everyday life.
•
Youngsters here possess a great wealth of first-hand knowledge and understanding
of the river and its resources, which should be shared with the larger community.
•
Through environmental education mentoring efforts, a stronger connection could
be built with other schools in the larger community (e.g. older students in other
schools could provide some of the teaching resources, such as locally relevant
alphabet display cards, storybooks etc.).
Questionnaires
The information from the questionnaires for SGA schools is summarized in Table 5. A
summary of some important points that emerged are presented below:
•
There was overwhelming consensus that teachers and directors are extremely
interested in working together, both as representatives of the municipality and
participants in the PPA Project, to integrate environmental education into the
school curriculum.
•
Except for the Pre-schools, all schools are involved with integrated environmental
education programs that include at least four academic subject areas.
•
Participation in out-of-school environmental education programs is inconsistent,
but in two cases included the National Youth and Children’s Conference on the
Environment.
36
•
There is a great deal of concern about the degradation and pollution of the Rio
Abaeté, and especially the effects of mining activities and contamination of
headwaters by agro-toxins.
•
There is a need for increased community awareness of these environmental and
related social issues.
•
Teachers need material resources and access to professional guidance and training.
Recommendations for Municipality of São Gonçalo do Abaeté:
1)
Set up an NGO through a school in SGA and carry out integrated environmental and
community education through the NGO.
2)
Create a model and laminated map of the Abaeté watershed to be used as a teaching
tool for other communities.
3)
Train a group of key teachers, university and/or high school students, and fishers to
help present the model and related environmental education programs to other students
and communities. These students and their sponsor teachers would then become
ambassadors for initiating community environmental education programming.
4)
Have key teachers from São Gonçalo, Beira Rio and Pontal Abaeté Schools attend
workshops on integrated environmental education presented by an established group
from UFSCar in partnership with the PPA Project environmental education team.
5)
Develop and implement community mapping festivals in SGA, Beira Rio and Pontal
Abaeté as a first step to identify environmental and social issues and to create a basis
for networking.
6)
Integrate results with classroom curriculum and community displays.
7)
Set up integrated project to increase awareness about the life of miners. Lusmaene
Zacarias Barbosa’s husband owns a mining boat on the Rio SF and might be able to
help with this component.
8)
Have schools adopt local creeks, get to know them well, and share their learning with
the community (through e.g. student led displays of school projects).
9)
Do some version of the Canadian example of marking storm drains with yellow fish in
the local communities.
10)
Set-up a trial freshwater aquarium stocked with native species in Beira Rio School and
work with teachers and fishers to develop and share learning from integrated
programs.
11)
Develop a simple, student version of water quality monitoring in Rio SF and Abaeté,
as well as in the freshwater aquarium, to complement the IDRC-UFSCar project.
37
Pirapora (PP)
1) Secretary of Education and Schools
The main meeting in Pirapora included school directors and teachers from every school in the
city, as well as representatives of the municipal government including the Secretariats of
Education, Infrastructure and Urbanism, and the Superintendent of the Regional Board of
Education.
This municipality recently began a project to integrate environmental education into the
curriculum of all (municipal, state and community) schools. Delvane Maria Fernandes, the
Secretary of Education, spoke briefly about this project and expressed a desire to work in
partnership with the PPA Project and to develop more effective networking to accomplish
mutual goals (See Table 2).
The group was large and discussions took place on an individual basis while school
representatives filled in their questionnaires. Some items discussed included:
•
Matrículo Verde school program (supported by MESFA and IBAMA) is just
getting off the ground at the Colégio Cenecista de Pirapora (a private school
spanning pre-school to high school graduation levels) under the leadership of Ana
Claudia A. Chomone. Every student is given one seed from a native plant of the
cerrado, which they plant at the school and eventually replant in the community.
The program is used as a cross-cutting theme for all age levels and subject areas in
the school, such as:
1)
Math – graphing, growth and survival rates
2)
Geography – mapping
3)
Biology – life cycles, adaptations
•
Nossa Senhora Paracedo Creek is a local creek that is in good condition, has a
vereda area with Buriti and is accessible through a local sítio. (This was brought
to our attention by Marina Barbosa of Escola Municipal D. Candida M. Alvares.)
•
Marina, a student at Unimontes in Pedagology has some interesting ideas about
combating illiteracy problems at a grassroots level. She is interested in
participating in integrated projects involving gender issues and is closely
connected with the fishing community, as her father was a fisherman. (See Table
2.)
38
2) Local EE Support Agencies
SAAE
The team met with Janeir Soares, who is the manager of Projects and Environment for SAAE
in Pirapora. He provided us with information about Projeto Beija Flor, including a
description of all the steps of project development and implementation.
The Beija Flor program is done through SAAE, in partnership with MESFA and geography
students from Unimontes. It is only available in the Municipality of Pirapora. The
University students present the program to teachers. (The Ministry of Education chooses the
teachers that participate in the program; however it was not clear how this selection process
was carried out.) The program is a kit geared towards students in grades 5-8 and includes
four short environmental programs that are presented in sequence during the year.
The team also asked Janeir Soares if it would be possible to do water sample analysis at
SAAE. He said that they are not in a position to offer facilities for analysis of water samples.
They could, however, contribute lectures to the water quality courses being proposed, as part
of the community monitoring strategy related to the recent suribim deaths.
Unimontes
University Students and possible mentoring connections:
Two students from UFMG (BH) live in Pirapora and coordinate activities of other students
from Unimontes:
•
Valdinei – works on mapping veredas and their access points; and water testing to
determine if the vereda water originates from rainwater or the water table.
•
Veiridiana – is mapping environmental impacts on a local stream, including
historical data, as well as monitoring water quality and soil strata.
Note: School programs could be designed that would complement these research projects and
university students could act as mentors in the EE programs in local schools.
Municipal Secretary of Infrastructure and Urbanism
This group is primarily involved in building public awareness about the importance of
integrated waste management. They are actively involved in:
•
Inaugurating the “Sala Verde” program in the municipality in the near future. This
will be carried out through the Ministry of the Environment. Information will be
made available through AMMESF (Associação dos Município do Médio São
Francisco / Association of Municipalities of the mid-São Francisco)
•
Participating in the National Program, “Lixo e Cidadania”, including mounting a
municipal forum to monitor garbage collection.
•
The municipal program “Coleta Seletiva”, which already reaches the entire city.
39
They believe the main challenges to being successful with environmental education are:
•
Integrating environmental education into the school curriculum, and
•
Involving the whole teaching sector in this integrated process.
Regional Board of Education (Superitendencia Regional de Ensino)
The board provides support through projects such as the Program “Semeando” (part of the
National Service for Rural Learning Apprenticeships) and Project “Manuelzão”, which
support rural education and restoration of the Rio das Velhas watershed, respectively. They
believe that effective environmental education must be based on a holistic vision that
includes connections between the component parts.
Others
A local farmer is planting Eucalyptus around the cerrado on his land. This kind of activity
can quickly destroy the native ecosystem, since Eucalyptus trees use vast amounts of water
and quickly deplete the local water table. Some farmers have been receptive to advice on
planning strategies that will help preserve the fragile local native ecosystems, and this kind of
planning needs to be implemented more widely.
There is a real need to increase awareness about stewardship of the local environment, and
school and community education would be an appropriate place to start. (See discussions in
Municipality of Três Marias.)
Questionnaires
Questionnaires were returned from 21 schools and two government agencies in Pirapora. The
information from the questionnaires from PP schools is summarized in Table 6. Some
important points that emerged include:
•
Only about half the schools are providing integrated environmental education
programs as part of the curriculum.
•
There is great momentum to develop a network to increase integration of existing
environmental education programs more fully into the curriculum of more schools.
•
There is a wide range of out-of-school programs in place amongst schools in the
district, from none at all to school-wide and fully integrated programs like
“Matricula Verde”.
•
Conservation and preservation of native species and habitats (including the Rio SF
and micro-watersheds) and sustainable management of natural resources were
identified as important environmental concerns.
•
Challenges include the need for increased community awareness, training for
teachers, material and human resources (teachers are overworked), and effective
networking and partnerships to make these efforts sustainable.
40
•
Many directors expressed the fact that schools, teachers, staff, students, and
families in the community are ready to work together and are sensitive to local
environmental issues that directly affect the health and livelihood of much of their
community.
•
These issues need to be addressed as soon as possible.
•
The municipal government is ready to provide the needed support to accomplish
these goals, both within the school system and through public education in the
community.
Recommendations for the Municipality of Pirapora
1)
Help support a brainstorming session and training workshop using key teachers
actively involved in the Metriculo Verde program as workshop leaders.
2)
Use Metriculo Verde Program at E.M D. Candida M. Alvares as a model for other
schools in the municipality.
3)
Build a model of the Rio das Velhas watershed with highlights of Corrego Entrerios
(demonstrating effects of canalization) and Nossa Senhora Paracedo Creek (healthy
creek) and use it as a teaching tool for other communities.
4)
5)
Promote community awareness programs that highlight sustainable management (e.g.
improved planning strategies for farmers working in Eucalyptus production; decreased
emissions from local refineries, etc.).
6)
Expand integrated environmental education school projects to include comparisons of
healthy and less healthy creeks (see recommendation 3, above).
7)
Host student exchanges e.g. between Pirapora (Beija Flor) and Guaicui (Community
Projects), in which each group presents successful and integrated environmental
education programs in their area.
8)
Ensure that Pirapora’s Sala Verde is in place and available for the larger community as
soon as possible.
9)
Assist in efforts to implement a neighbourhood library as a model for other
communities, with a focus on environmental resources and including. Projects created
by local students such as storybooks.
10)
Facilitate partnerships with the GRAAL program in Buritizeiro.
41
11)
Connect with SAAE and UniMontes students to develop simple monitoring programs
for students to use in local creeks.
12)
Expand the scope of SAAE school programs by developing mentoring programs
between target classes and other classes that have not been identified through the
Ministry of Education.
Buritizeiro (BZ)
Consultative meetings:
1) Secretary of Education and Schools
Introductions and background information
This meeting took place at Escola Elementar Marieta Amorini.
Historical Note: Buritizeiro was originally a suburb of Pirapora called Piraporinha.
Although it wasn’t officially founded as a city until 1963, it is for all intents and purposes a
mature municipality (Image 31).
Image 31. A view from Buritizeiro of the foot bridge connecting Buritizeiro and Pirapora. Brave
motorists also frequent this bridge.
42
This sprawling city has approximately 4600 students and 25 rural schools. As many as 650
students travel more than 100km to get to school each day, and must leave home by 5:00 am
in order to get to school on time. Transportation costs alone are more than the entire state
budget for education, and in many cases it would be cheaper to send teachers to remote areas
to serve a few students than it is to transport students into central schools.
The implications of this geography - a large municipality with a vast rural component - were
an important part of the discussions with schools and government agencies. For example,
there are difficulties in building infrastructure to provide education to youth that wouldn’t
ordinarily be able to stay in school, and preventing the fall out of these youth to Social
Assistance programs.
General Discussions
•
Environmental education projects at Buritizeiro schools are always popular but
tend to be too short and isolated in scope. It is important to design a sustainable
program so that students can count on its continuity and build on successes.
•
Personal involvement in environmental issues is considered of high importance in
this community. Since many of the children come from fishing families who know
a lot about the river, their knowledge could help build a stronger link between
fishing families and the rest of the community (Image 32).
•
If possible, this should include networking amongst programs that address:
1)
Youth at risk
2)
Women
3)
Communication between communities
4)
Fishers and their colonies
43
Image 32. Young fisherman casting his net in the Corrego das Pedras, Buritizeiro. Many young people
were fishing and swimming in this creek, which runs through a suburban neighbourhood.
Local issues of concern that came up during discussions included:
•
•
•
Threats to
1)
The river and local creeks (like Corrego das Pedras)
2)
Veredas (note: there are some intact ones on fazendas near the town)
The need for restoration efforts related to the effects of:
1)
Monoculture (e.g. eucalyptus plantations)
2)
Untreated organic effluents (e.g. pig farming)
3)
Agrotoxins
The need for increased public awareness about environmental issues (i.e. better
understanding of long term environmental and social price paid for short term
economic gain).
44
2) Support networks in the community
Government Agencies
The Municipal Government provides most of the support for work with environmental
education. The team met with representatives from The Secretariats for Social Assistance,
and Sports, Environment and Tourism. Both of these agencies provide out-of-school
programs.
Secretariat of Social Assistance: supports youth programs aimed at creating positive bridges
between youth-at-risk and schools.
Gente Joven is a partnership program that is funded by the Federal Government’s Ministry of
Social Assistance. The Secretariat of Social Assistance for Buritizeiro provides access to
youth who are considered most at risk in the community. However, the Federal Ministry
makes the final decision about successful applicants. It is not known what criteria they use in
choosing the successful applicants. The selection process is quite demanding as funding is
only available for 25 applicants each year, and last year, 90 youth were identified within this
category.
The goal of this program is to teach young people to be independent and able to take care of
themselves. It provides an incentive for youth at risk to make a positive contribution to their
community. This is achieved by providing them with a bursary, a positive educational
experience, and valuable job experience that will ultimately help them find employment.
•
Each participant receives a monthly stipend that covers school supplies, food, and
spending money while training. Participants also gain free access to six months of
courses followed by six months of on-site job training.
•
Areas of training include: the urban environment (e.g. solid waste management),
nutrition, culture, or sport.
•
Part of their on-job training includes sharing their learning experience through
presentations to public schools.
•
In 2004, only four of the 25 program graduates were hired in their community.
•
The needs are far greater than can be met by available funding.
Ideas discussed for environmental education focal tools that could address the needs of this
community:
1)
Preserve the culture and tradition of the fishery while preserving fisheries stocks. This
requires:
•
Work on creating positive links between fishing families and both school and
community education programs,
45
•
Increased awareness about the cultural and historical value of this fishery and its
impact on existing stocks,
•
Development of co-management strategies that give ownership to the community
and shift responsibility back to those most affected by the need for a sustainable
fishery. For example, self-directed community policing or training in conflict
resolution strategies, and
•
Research into the health of local rivers and watersheds.
2)
Additional government funding or industry sponsorships for bursaries for Gente Joven
in this community,
3)
Build environmental education into existing groups such as GRAAL and the
Fishermen’s Colony. GRAAL are already well established and co-ordinate a number
of community initiatives in Buritizeiro. They would be an excellent candidate for
mutual aid.
4)
Create a vision for the community, perhaps by forming a co-op. This would provide a
means of getting families together and working for a common cause. The co-op could
provide a focal point to develop community ideas such as gardens, music schools,
festivals, and environmental initiatives.
Federal Government
•
Project “Semeando” (with support from IEF) has a project in place in Buritizeiro.
Its focus is usually restoration of riperian vegetation. It can provide environmental
education information and training to teachers, through the Ministry of Education.
•
Note: GRAAL works with a number of local families to provide material and
technical support for planting gardens in their yards.
NGOs
Fishermen’s Colony of Buritizeiro, meeting with President:
Local fishers have never had a good spot to embark, but the Colony has just acquired two
immense warehouse buildings that will be an ideal launch site. The buildings are across the
river from Pirapora and are large enough to house the colony headquarters, a lab, and a
community co-op headquarters. This could serve as a support centre for the local fishing
community.
The fishers would like to begin restoration of the riparian zone and are currently working
with MESFA (NGO) to initiate this work. (Note: it would be interesting to involve schools
and the community in restoration efforts from the start.)
The president of the Fisherman’s Colony stressed that WFT is seen as an objective voice in
their colony’s discussion sessions. He indicated appreciation for the support and positive
input the PPA Project has contributed to the local fishing community, and hopes the
46
relationship will continue. An open invitation was made for PPA Project representatives to
attend the Colony meetings, held on the last Saturday of every month.
Aside: the local marginal lagoons are full for the first time in 15 years and the fishers look
forward to the positive results they hope to see in the fishery next year.
Image 33. View from Pirapora across to the warehouse buildings recently acquired by the Buritizeiro
Fishermen’s Colony.
GRAAL:
This is an international network of women that was founded in Holland, and also has an
active branch in Canada. Its mandate is to address relevant environmental, cultural, and
gender issues through the development of local programs designed to improve literacy and
the social, economic, and political power of women.
Some of their projects include:
“Manejo Cerrado” has been in place in three rural and four urban communities since the
1970’s. It works to change the economic culture and dependency surrounding charcoal. The
main problem is that people are conditioned to think they need eucalyptus and charcoal to
survive. However, re-education helps alter this perception.
Community and Family Gardening. Local families are given six tools to help them plant and
care for a garden and grow their own food. They become much more independent and
47
realize that they don’t have to depend on earning more to buy food and home remedies that
they grow themselves.
Re-enforcing folkloric traditions. This program increases both self-esteem and economic
independence and includes natural remedies.
Artwork from Recycled Materials. This program promotes creativity and provides income.
For example, beautiful quilts also tell stories and promote awareness of social and
environmental issues.
Discussions:
GRAAL representatives want to be involved in helping organize fishers so that they will
have more control over their livelihoods.
Net pen culture of Tilapia is considered dangerous in that food containing hormones and
other unnatural additives gets into the river and affects the native fish. There needs to be
more thought put into issues such as biosecurity.
GRAAL runs a small store that sells artesanal products such as quilts and preserves and other
food products made from native plants of the cerrado.
Producing and selling homemade products from local sources helps promote the idea that
people can survive well without depending on more expensive, imported products.
The Municipal Secretary of Education is said to be interested in working with schools to help
develop and promote these kinds of ideas (Images 34 and 35).
48
Image 34. The GRAAL team and Barbara Johnsen with a poster highlighting one of their projects along
the São Francisco River.
Image 35. The GRAAL team and Cathy Carolsfeld highlighting examples of community artwork that
reflects social issues of concern in the area.
49
Questionnaires
Questionnaires were returned from seven schools in the city of Buritizeiro. They are
summarized in Table 7. Highlights include:
•
All except the pre-schools are presenting in-school environmental education
programs that are integrated across at least four academic subject areas.
•
All except the pre-schools have support from several out-of-school programs,
including Project Semeando, Agua Fonte da Vida and a variety of guest lectures
and field trips.
•
The environmental issues of most concern are conservation and preservation of
watersheds (including veredas, creeks, rivers) and water quality.
•
There is a general need to increase public awareness of pressing environmental
issues.
•
There was a general consensus that children need to be brought up with an
understanding about the importance of environmental education and the personal
role they can play in preserving their environment.
•
Many schools also alluded to the fact that, as a riverine community dependent on
the river for their sustenance, this responsibility is an everyday concern.
Important note: There is a need for increased municipal support, material resources, and
working partnerships for these programs to be sustainable.
Recommendations for Buritizeiro
•
Support a brainstorming session and training workshop for key teachers who want
to be actively involved in integrated environmental education programs.
•
Build a model (and laminated map) of the Corrego das Pedras watershed, including
the Rio SF falls at Buritizeiro, and use it as a teaching tool in Buritizeiro and other
communities.
•
Host a community mapping event that includes as much of the community as
possible. Be sure that there is strong focus on traditional and historical fisheries
activities.
•
Increase community awareness of the historical use of the Rio SF and importance
of the traditional fisheries at Buritizeiro Falls through research and public displays.
•
Provide support for development of co-management strategies that include selfdirected community policing and training in conflict resolution strategies.
50
•
Promote community involvement in research and public education about the health
of local watersheds and resources. This will provide the background and
understanding needed to participate effectively in development of management
strategies.
•
Solicit bursaries for programs that connect youth at risk with environmental
education (e.g. Gente Joven Program) and programs that bring fishers into schools
to share their knowledge and skills, such as making and repairing nets.
•
Solicit support from MESFA to build partnership between MEFSA and the
Fishermen’s Colony, local schools, and GRAAL to begin a riparian zone
restoration project in front of the new Fishermen’s Colony headquarters.
•
Foster these partnerships with the long-term goal of providing community support
for the development of the Fishermen’s Colony Z headquarters and integrated
community EE initiatives.
•
Develop partnership with GRAAL to provide mutual support for the community
gardening project; use their nurseries to raise native plants destined for restoration
projects.
•
Use the GRAAL community gardening initiative as a model for schools in the
municipality to follow in developing their own gardens.
•
Use the opportunity of the annual community festival hosted by GRAAL to
highlighting ongoing PPA Project community environmental education (and other)
initiatives.
•
Begin nursery for native plants in the abandoned garden at Escola Elementar
Marieta Amorini.
•
Use the closest river, creek, and vereda (e.g. Corrego das Pedras, Lanca 1 vereda)
as a focus for integrated environmental education activities. Establish transects
within riparian zones at shorelines destined for restoration projects to collect
baseline and ongoing data and to document progress.
Municipality of Varzea da Palma
Consultative meetings in Barra do Guaicuí (BG):
Schools
Introduction and background information
This meeting took place at the Escola Estadual de Guaicuí de Ensino Fundamental e Médio
and included school directors, teachers, secondary students from this school, and the school
project coordinator from the primary school. The secondary student representatives at the
51
meeting have been involved in environmental education projects in the community for
several years.
This community is intensely active in integrated environmental education projects, both in
the schools and in the community. Many of these projects include connections with larger
groups such as the Project Manualzão (which is active on the Rio das Velhas and has a long
history of providing support for environmental education projects in BG) and UFSCar
Manaus group (which has visited the school and presented lectures, workshops and
exchanges of experiences).
Almira is a teacher at this school and project coordinator at the primary school. She has been
instrumental in implementing award-winning integrated and pertinent environmental
education projects in the schools. Two examples that stand out are:
1)
“Praca Manualzão”, a community square near the river, which was planned, designed,
built, planted, and is cared for by a team that was initiated in the school and came to
involve the larger community, including 20 families (Image 36), and
2)
A report on the local landfill site, which was affecting the health of the local residents,
vereda and creek (Corrego Pedreira Tamboriu). School staff and students collected
data and information to demonstrate the toxins leaching into the drinking water supply
, and request of the municipal government that appropriate measures be taken to
improve solid waste management techniques. (See “Projeto Ambiental S.O.S.
Guaicuí”, for details.)
52
Image 36. View of “Praca Manualzão” in Barra do Guaicui. This town garden was a community effort
initiated in the local school and involving many families.
53
Much of the success of these projects appears to be due to their participatory nature. There is
active involvement of a multi-disciplinary team including students, their families and
teachers. The students are instrumental in bridging the schools and the larger community.
Other teachers in the schools have contributed a great deal to the success of the
environmental education programs by using art, theatre, and music as a medium to help
students reach out to the community. This integrated, participatory approach, together with
focusing on locally relevant issues, is key to effective environmental education programs.
General Discussions
•
Poor and less-educated people are not necessarily the only group that needs to be
made more aware of how their day-to-day activities affect the environment. For
example, teachers here have noticed many professional people throwing their
garbage out the window as they are driving.
•
The possibility was discussed of creating problems in the community by having
children correcting their parents. Teachers at the school felt that this wouldn’t be a
problem. Their experience so far is that parents are very proud of their children’s
growth and success, and they become involved as a result. They have never
encountered negative reactions from parents.
•
The landfill project described above is a good example of an integrated community
effort being successful in demonstrating the need for change in the approach to
environmental issues. However this in itself is not enough. It is also important that
the necessary change can be implemented in a timely manner (see community
issues section, below).
•
Other creative projects such as staff and student murals around the school grounds
and planting of school gardens help create a feeling of pride and ownership, as well
as increasing public awareness about environmental issues of concern to the
community (Image 37).
•
The school would like to connect with other schools doing environmental
education to give students a chance to exchange experiences. A small group
organized a visit to an Ouro Preto School with funding support from the
municipality and Project Manualzão, but Ouro Preto didn’t return the visit. This
was very disappointing for students here.
54
Image 37. View of proud teacher and students in the school garden in Barra do Guaicuí. Note the
murals on the walls of the school and fence. The gardening and painting projects are more examples of
community efforts instigated in the school that help create a sense of pride and ownership.
Local issues of concern that came up during discussions
1)
Need to increase awareness and build it into our everyday life to succeed in making
sustainable changes. Youth can play a big role by bringing awareness back to their
families and the community.
2)
Challenge of accomplishing change to environmental policies. For example, the
activity of changing the location of the landfill site was interrupted by a municipal
election and has had to be re-started with the new government. Changes in policy and
protocol would allow needed changes to be accomplished in a timely and effective
manner.
3)
The need for exchanges of experiences between schools and communities.
Role of community initiatives
•
Escola Estadual de Guaicuí is the headquarters for the Guaicuí Committee of
Project Manualzão, which coordinates many of the health and environmental
education activities in Guaicuí.
•
Programs such as “Rio das Velhas Pede Socorro”, “S.O.S. Guaicuí”, and “Agentes
Mirins de Saude” include guest lectures, home visits, and community education
including signage and theatre.
•
These projects address themes such as preservation of the Rio das Velhas and
prevention of diseases related to solid and liquid waste.
•
The municipal government of Varzea da Palma, schools, churches, community
radio, and other agencies also provide support for these activities.
•
There is a great deal of community initiative and interest, but a need for financial
resources and partnerships with environmental agencies, businesses and others,
including the PPA Project, in order for their programs to grow.
55
Questionnaires
Questionnaires were returned from both schools and the Project Manualzão coordinator in
Barra do Guaicuí. This information is summarized in Table 8. Some highlights include:
•
Schools in this community are proactive in environmental education.
•
There is strong local support from Project Manualzão and the Municipal
Government.
•
Teachers, students, and the community are keen to progress with integrated
environmental education.
•
In-school environmental education programs are fully integrated into the
curriculum and connected to out-of-school programs.
•
Health, waste management, and protection and restoration of the Rio das Velhas
watershed were identified as important environmental issues.
•
More effective partnerships outside of the community and additional funding are
needed in order for integrated environmental education programs to evolve.
Recommendations for Barra do Guaicui
1)
Support a brainstorming session and training workshop for key teachers from both
schools who want to be actively involved in integrated environmental education
programs.
2)
A local person should be chosen as a facilitator in training workshops and
brainstorming sessions here and in other municipalities.
3)
Build a model of the Rio das Velhas watershed including the local creek where the city
dump is located (Corrego Pedreira Tamboriu e Porteiras) and use it as a teaching tool
in other communities.
4)
Host a community event that includes as many community members as possible and
include demonstrations of the watershed model by students, community facilitators,
and fishers.
5)
Develop a plan for an integrated educational program that could be researched and
presented by local student residents to visiting students (e.g. from other communities
within the PPA Project area). This could take the form of a walking tour that
highlights ongoing projects and environmental issues of concern to the community, as
well as local sites of historical and ecological importance. Examples of features of
such a tour include:
•
Watershed model
56
•
Praca Manualzão
•
School gardens and murals
•
The landfill
•
Vereda and creek
•
History of Barra do Guaicuí
•
Importance of the river, flow patterns, and marginal lagoons
6)
Use this program for visiting students as a model for other communities. This could
eventually build into guided tours for visiting tourists with fund-raising efforts being
channelled back into environmental education initiatives in the community.
7)
Help set up venues and means of financing exchanges between schools in Guaicuí and
other communities to broaden their environmental education experiences and
strengthen future programs. This might be achieved through science or environmental
fairs, or forums.
8)
Provide support for efforts to bring about policy changes that would not only change
the landfill site but also simplify the process for future efforts of this kind. This could
be achieved by introducing participative management strategies as in other
components of the PPA Project.
9)
Careful documentation of the relationship between human health and environmental
degradation such as open sewage and the contamination of water supply by garbage,
and steps needed to achieve improvement on both issues should be a primary focus.
Expand on S.O.S. Guaicuí and continue to lobby for changes in legislation.
57
Image 38. View of the inside of the Igreja das Pedras in Barra do Guaicui. This is an important
historical and tourist site in the town.
Municipality of Ibiaí
Consultative meetings in Ibiaí
Integrated Community Meeting
Introduction and background information:
Approximately 150 people attended this community meeting, with representation from the
government; staff and students from public schools, the local nucleus of UniMontes,
Fishermen’s Colony 18, and non-governmental organizations. The meeting began in the
school courtyard with a quick review of the PPA Project and Ibiaí’s involvement in it to date.
Later, those interested in the fisheries stock assessment report remained in the courtyard
while the environmental education group moved to one of the larger classrooms.
The environmental education group was so large that it was difficult to focus the discussion
and summarize ideas. However, a strong theme of enthusiasm was evident among teachers,
who presented many interesting ideas and demonstrated a readiness to work together to
implement and improve local environmental education initiatives.
In fact, the
communication in this community is probably one of their most striking assets; one which
will doubtless be important when developing sustainable community environmental
education initiatives within the Project area.
Three community members stood out as key to the development of local initiatives:
•
David Vieira Rodgrigues is both a councillor for the municipality of Ibiaí and a
high school teacher (EF: math and EM: physics). He is interested the
Transposition of the Rio SF and thinks it is important for the public to be aware of
both sides of this issue. The idea of using public debates (in the school and/or
community) was discussed as a way of helping the public make informed decisions
about important issues like this.
•
Bia is a local resident who is very interested in getting involved with projects
focussed on increasing public awareness. She would like to see some kind of
folder or brochure produced and distributed that summarises: what is known about
the health of the Rio SF, what can be done to improve it, and how individuals can
do their part and become involved on a personal basis.
58
•
Marcos Ximenes is the President of an NGO - Amigos do Rio São Francisco –
which has its headquarters on their fazenda, near Ibiaí. They note that they have
patience, perseverance and an understanding of the local environmental issues, but
feel that the biggest challenge is to go beyond words and meetings and actually
implement programs that are needed. They are particularly interested in
environmental themes that relate to the Rio SF watershed and would like to
contribute to the environmental education proposal for the PPA Project. They can
provide expertise in the areas of:
−
−
−
−
−
−
−
Public awareness and community involvement in clean-ups, environmental
conservation activities, and special events;
Integration of environmental education activities;
Importance of the Riparian Zone;
Preservation of “nascentes” (sources or veredas) and “mananciais”;
Presenting lectures;
Cultivation and distribution of seedlings for re-planting initiatives;
Incentives to reduce pollution.
Questionnaires
Questionnaires were returned from seven schools and the UniMontes campus nucleus in
Ibiaí. This information is summarized in Table 9. (Note: The information from the NGO,
Amigo do Rio SF is presented above). Some highlights are:
•
There are very few in-school and out-of-school environmental education programs
in Ibiaí schools.
•
Out-of-school programs most commonly involve guest lectures or field trips, but
more integrated programs supported by outside agencies are virtually non-existent.
•
There is a great deal of enthusiasm to develop integrated environmental education
programs and networks to facilitate this process (e.g. through the PPA Project).
•
Recurrent environmental issues included restoration and preservation of the Rio
SF, water, deforestation, and garbage.
•
The community has little experience and needs human and material resources,
including training.
•
There is great enthusiasm and willingness from the whole community, including
teachers, students, and local residents, to implement school and community
environmental education programs.
•
Proximity to the river and rural areas will make local programming relevant to
participants’ lives.
59
•
There is a tremendous need for increased awareness amongst all community
groups including students, parents, teachers, fishers, hunters, and charcoal
producers.
Recommendations for Ibiai
1)
Build a model of the Corrego da Extrema watershed and use it as a teaching tool here
and in other communities in the municipality.
2)
3)
Have “Amigos do Rio SF” lead interpretive tours and workshops for local teachers to
learn more about local natural history and environmental issues. Integrate this training
into classroom curricula and larger community initiatives such as restoration of
riparian zones and marginal lagoons. This might also be done in partnership with
MREA (BH) and follow the models for their short teacher training courses. (See
Consultative meetings in BH, below.)
4)
Develop and implement a community festival in Ibiaí to identify environmental and
social issues of concern and to create a basis for networking. Invite representatives
from all the groups identified in the questionnaires: students, parents, teachers, fishers,
hunters, and charcoal producers.
5)
Set-up a trial aquarium stocked with native species of biota in the community centre on
the river. This venue would serve as a focal point for a partnership between public
schools, UniMontes students, and fishers (as mentors) to share learning through public
displays. Once it is fine-tuned, it could be used as a model to share with other
interested communities.
6)
Develop a simple monitoring program for students to apply to the Rio SF, local creeks
and their aquarium. (Note: This could also be applied to land based fish culture tanks,
if such plans are implemented.)
7)
Ask SAAE to present a workshop/lecture on collecting and processing water samples
for monitoring water quality. Include fishers, teachers and student representatives.
8)
Encourage networking between teachers/community educators and the “Amigos do
Rio SF” group for professional and technical support for environmental education
initiatives.
60
Other Governmental and non-governmental resources outside of the target
communities
1. COMFEA de MG (Comissão Coordenadora do Forum Permanente de Educacao
Ambiental de Minas Gerais)
Introduction and Background
The Federal Ministry of Education conducts its work in environmental education through the
Federal Inter-Institutional Commission of Environmental Education (Comissão
Interinstitucional de Educação Ambiental or CIEA). Each state in the federation is
represented through the Interinstitutional Coordinating Commission of the Permanent Forum
on Environmental Education (e.g. COMFEA-MG).
COMFEA has a mandate to develop and implement environmental education programs that
address local issues of concern. For COMFEA-MG, the first step in achieving this goal was
to map existing programs in the state, based on input from questionnaires sent to schools,
businesses, public governmental agencies, and NGOs. The responses were recorded and
summarized for all municipalities.
Based on these results, six key lines of action (and their respective objectives) were identified
for MG to deliver integrated environmental education programs. These are:
1)
Environmental education through the formal school system.
2)
Education in the environmental management process.
3)
Community networking and integration to facilitate environmental education.
4)
Networking within and between institutions.
5)
Research, training of educators, and outreach activities in the area of environmental
issues.
6)
Publication and distribution of educational material.
Next, a forum involving representatives from all of COMFEA’s designated regions was held
in 2002. Its focus was to define objectives, actions, strategies, and participants for each of
these six key lines of action in each of ten sub-regions. These results were published as a
book in 2004 (see Programa de Educacao Ambiental do Estado de Minas Gerais for details).
The book is being distributed throughout the state and is meant to provide guidelines for
developing integrated environmental education programs based on the individual needs
identified in each sub-region.
The scope of the PPA Project includes a small part of three of the sub-regions: 1) Norte de
Minas (Municipalities of Buritizeiro, Pirapora, Varzea da Palma and Ibiaí); 2) Noroeste (São
Gonçalo do Abaeté); and 3) Metropolitana Interior (Três Marias).
61
We met with Idarci Lasmar, of SEMAD/COMFEA in BH. The environmental education
component of the PPA Project will be the first example of which she is aware of using the
forum results to help develop an integrated environmental education programming strategy.
As such, she is interested in sharing the results as a model for other communities.
Note: Requesting access through REBEA to the data collected by COMFEA in the
municipalities involved in the PPA Project could elucidate valuable information to help
design environmental education strategies for the Project area.
The aim SEMAD/COMFEA in BH is to:
1)
Develop a larger support network between individual communities; and
2)
Prepare teachers to work more effectively with their students by changing their
perception of teaching environmental education, and supporting them in program
planning by identifying appropriate themes around which communities can address
environmental education.
Some concerns with implementing integrated environmental education into the curriculum
that teachers have voiced:
•
Basic networking and support structure is the main element that is lacking. Most
programs are given to teachers without support from each other or an outside
agency.
•
A fear of the unknown and being unqualified interferes with teachers’ ability to
deliver the programs effectively.
•
Packaged programs are isolated in scope and not integrated into the curriculum,
thus losing much of their potential value. Project “Chuva”, offered by COPASA,
is an example. It succeeds in teaching about the water cycle, water treatment, and
water distribution. However, there needs to be a way to offer it within the context
of issues that are important to the region, and provide guidelines and support to
deliver programs with a local focus.
•
Other programs exist that are wonderful but rely too much on the person who
developed them. These need to be more self-sustaining in the long term. Instead
of relying on professional support, the programs must be made easier for teachers
to build into their own curriculum.
Solutions discussed:
1)
Establish a network between teachers, schools, and communities that includes a basic
framework such as contact lists and information on training for existing programs.
This would enable new teachers can become involved more easily. Improved
communication through networking can develop into a self-sustaining support
structure.
62
2)
Provide training and resources for educators that include simple tools to help them
work more effectively with their students. This involves changing the perception of
what it means to teach environmental education and supporting teachers in their
learning (e.g. through UFSCar group). Note, however:
•
COMFEA has been involved with informal education, but has never provided
training for teachers;
•
COMFEA doesn’t provide resource material, but recommends other agencies such
as COPASA, CEMIG, Petrobras, and IBAMA (in Brasília), and other institutions
that might be able to provide this kind of support.
2. IEF (State Forestry Institute or Instituto Estadual de Floresta)
The team met with Miguel Ribon, Marcello Coutinho, Lina Maria Mourao Toledo, and Celia
Lúcia Querino Lima Afonso to find out what material and human resources IEF has available
that could support environmental education programs in the PPA Project area.
Resources
1)
IEF is just completing a UNESCO application for protection of a high altitude habitat,
Campos Rupestres. Part of this process requires the submission of maps and
photographs of the flora, fauna, geology, and palaeontology of Minas Gerais, as well
as a map that identifies habitats and species at risk..
2)
Later this year they will also be publishing an atlas that includes many details about the
natural resources of Minas Gerais. Copies of the atlas for use by schools and
municipalities may be obtained by filing an official request.
3)
IEF also supports restoration initiatives such as replanting and restocking. If a
community wants to do a restoration or community gardening project, for example,
IEF could help establish the contacts and identify and provide appropriate species for
specific projects, at no cost.
•
Note: IEF has contacts with greenhouses in Sete Lagoas and Pompeu, which grow
both native and non-native species, as well as a Fazenda near Ibiai (Coração de
Jesus) that is growing native plants.
•
They have also published a book with details about how to plant and care for
native species, including the use of natural pesticides.
School Programs
1)
Fishing Workshop for kids. Lina Maria and Célia Lúcia run this program. They set up
a habitat aquarium in the classroom and students fish for representatives of various fish
species cut out of colourful foam. There is information about the different species’
ecology on the back of each fish. After the program they leave brochures that
summarize the lessons learned during the workshop.
63
•
2)
Lina Maria and Célia Lúcia are interested in developing the program further
and taking it outside of the BH area to the municipalities involved in the PPA
Project, including offering workshops for teachers and older children so that
they can present the program to others in the community.
Minha Caderneta de Pescaria is a book about salt and freshwater sport fish species in
Brazil that would be a useful resource for the Fishing Workshop. Publication of the
book was supported by the National Program for the Development of Recreational
Fisheries (Programa National de Desenvolvimento de Pesca Amadora (PNDPA)) and
was illustrated by Lester Escalon of Arte Estudio Z. This book is available from
Miriam Carvalho in Brasilia (see Table 3 for contact information).
3. Military Police of Minas Gerais, Brazil
The team met with Captain Arley Ferreira, who has extensive involvement with the PPA
Project and came to Canada for training in 2003. The military police in MG are involved in
environmental policing and are often asked to give guest lectures in schools and
communities. Capt. Ferreira thinks that it would be useful to have representatives of their
Environmental Police Force involved in the PPA Project Environmental Education program.
However, he also feels strongly that those representatives need to be sensitized to life in
artesanal fishing communities, so that they better understand the issues of concern to these
communities.
Capt. Ferreira would like to present a workshop as part of a training session for
Environmental Police. He feels that a short documentary film or computer-generated slide
show that demonstrates the day-to-day life of artesanal fishers would go a long way toward
improving the relationship between fishers and the police. He also thinks that if the police
are better prepared before entering communities, both for school presentations and for
policing activities, policing would be more effective and enforcement practices would
improve greatly.
4. IGAM (Water Management Institute of Minas Gerais or Instituto Mineiro de Gestao das
Águas)
The team met with Adriana Freitas, who has just assumed responsibility for environmental
education at IGAM. She believes that effective environmental education has to be
undertaken by a team that includes employees at all levels, starting with a common
understanding of the issues at stake.
In order to initiate this, Adriana Freitas wants to provide training to increase awareness of
environmental issues by all employees in all government agencies. Her belief is that by
creating a structure in which everyone is sensitized to the issues and feels a personal sense of
responsibility, change will be achieved and the results of environmental education will have a
lasting impact.
Common goals:
64
•
IGAM is planning a brochure about environmental education as it pertains to water
use. Perhaps it can be distributed to schools and communities within the scope of
the PPA Project.
•
At the IGAM offices there were good examples of public displays that increase
awareness about power and water use, such as signs encouraging people to take the
stairs instead of the elevator, and graphs showing power consumption for the
building over several months. These ideas could easily be incorporated into school
programs, such as graphing data to show trends related to environmental issues,
and competitions between schools or communities to achieve decreased levels of
power and/or water consumption.
•
IGAM’s computer mapping department can provide maps of the microbasins in the
Project area, including the creeks of local importance in these communities (see
below). These will be very useful for building accurate watershed models and
providing resources to supplement programs involving water use and the health of
local microbasins.
Maps: Christian Rezende coordinates digital mapping for IGAM. He can easily produce
maps of the Rio SF from the Três Marias Reservoir to Ibiaí, including important features
such as major rivers, tributaries, local creeks, veredas, towns and cities. To obtain maps an
official request must be submitted to Fabrízia Araujo Rezende, Chefe da Divisão Sistemo de
Informação (Head of the Division of Information Systems), explaining the project, the area
that needs to be included in the maps, and why these maps and information are needed.
5. REMEA (Mineiran Network for Environmental Education or Rede Mineira de Educacao
Ambiental)
Barbara Johnsen and Cathy Carolsfeld met with Aluisio Cardoso de Oliveira to talk about
REMEA activities in the municipalities involved with the PPA Project. REMEA
representatives are not equally dispersed throughout MG and Aluisio Cardoso de Oliveira
thinks there are few, if any, representatives in the Project area. The only structure that might
be in place is through the Unimontes Campus in Pirapora.
Aluisio Cardoso de Oliveira will contact the municipalities to investigate environmental
education in the different areas. He would also like a copy of this report, so that he is aware
of what the PPA Project Environmental Education team is planning and implementing, and
so that the team can be part of the Network.
Networking with groups in the PPA Project area that developed guidelines for the
Environmental Education Program of MG (see COMFEA discussions, above) would be
valuable. In this regard, it would be useful to have access to the original data and contact
information for those who responded to the questionnaires and participated in the forums.
This data would complement the information compiled for the six municipalities in this
report.
65
An official request submitted to the president of SEMAD for COMFEA, Dr. Jose Carlos
Carvalho, could secure this information.
Summary Recommendations for Integrated Environmental Education programs
across Project area
The initiatives listed below are intended as guidelines. They should be prioritized and
implemented based on discussions with Brazilian and Canadian partners, and the timeline of
the PPA Project, to maximize long-term sustainability. Activity plans that incorporate these
recommendations will be developed as these discussions evolve and strategies are agreed
upon.
Brazilian Initiatives
1)
2)
Together with Canadian input, develop and support programs in the different
municipalities that include:
•
Regional public forums on environmental education to present and discuss
experiences, initiatives, and resources, including experiences gained from
participation in the activities outlined below;
•
Participative training workshops on environmental education teaching strategies;
•
Support for interpreting school curricula to foster integrated environmental
education;
•
Support for public awareness materials arising from program activities;
•
A monitoring program for recording and assessing effectiveness of initiatives.
Work with Brazilian partners to solicit counterpart funding to hire Brazilian experts in
Environmental Education to coordinate and help deliver these programs. Partnerships
are required to provide ongoing and on-site professional, technical, and
communications support. The following expertise should be represented:
A) Hire a Brazilian liaison full time for at least one year to support and help
implement the integrated program and build it to the point of being sustainable
within the larger project goals of sustainable fisheries and communities. This will
include:
−
Assisting and supporting Canadian and Brazilian experts in the delivery of
training sessions, workshops and forums;
−
Assisting Brazilian teachers and facilitators with the development and
implementation of integrated curricular programs;
66
−
Promoting and helping create opportunities for student involvement in public
education initiatives and mentoring amongst students (within and between
schools);
−
Soliciting and collecting relevant material resources to support the integrated
environmental education initiatives for all communities, including publications
from IBAMA, IEF, CEMIG, and other agencies; and
−
Ongoing networking with active partners, including key Brazilian and
Canadian teachers, community facilitators, public school students, businesses,
government agencies, and NGOs.
B) Hire a Brazilian instructor part-time to organize and/or assist in the research and
development of integrated environmental education programs in the project area. This
person would also oversee organisation of:
−
Short (credit), practical and participative training courses/workshops for key
teachers and community facilitators in the project area. The results of such
workshops can ultimately be used as a basis for a handbook for Brazilian
educators (see Recommendation 13, below).
−
Environmental education forums in the project area.
−
University student research projects aimed at further development of integrated
environmental education programs that can be applied in the Project area.
C) Work with Marilia Sato Brasil to build an active partnership between IBAMA and
the PPA Project environmental education initiatives in Três Marias. Begin by
submitting a joint proposal to IBAMA for a long-term environmental education
program for the community that can be used as a model for other communities in
Brazil.
3)
Together with Canadian input, construct one representative watershed model and three
laminated digital maps for the Project area and one other microbasin. Below is a list of
the microbasins that were identified as being of particular importance for each
municipality.
•
Três Marias – Corrego Grande and Rio SF
•
São Gonçalo do Abaeté – Corrego Santo Inacio and Rio Abaeté
•
Pirapora - Corrego Entre Rios (canalized creek), Nossa Senhora Paracedo Creek
(open creek) and Rio SF
•
Buritizeiro – Corrego das Pedras and the Rio SF, including the falls at Buritizeiro
•
Barra do Guaicui – Corrego Tamboriu and Porteiras, Rio das Velhas and Rio SF
67
•
Ibiai – Corrego da Extrema, Rio das Velhas and Rio SF
4)
Include an environmental education component in community youth forums in the
Project area. These are currently being organized by Alison MacNaughton (WFT) and
Susan Kurbis (Vancouver, B.C.-based Environmental Youth Alliance) in consultation
with key Brazilian environmental education experts and educators.
5)
Identify and release key teachers and community facilitators, with pay and with
temporary replacements for their positions, to participate in integrated environmental
education training and workshops in Victoria and Vancouver, Canada.
6)
Release key teachers and community facilitators, with pay and with temporary
replacement for their positions, to participate as group leaders in participative training
and program development workshops in Brazil.
7)
Work with Brazilian partners to solicit funding or in-kind contributions, from both
public agencies and private businesses, for material resources to set up a central
resource library in each municipality. Additional material needs to be identified and
collected on an ongoing basis by visiting IBAMA’s library in Brasilia, and monitoring
publications by CEMIG, COPASA, Petrobras, and IEF.
8)
Work with IEF and CODEVASF to provide human and material resources to support
school programs including:
•
Delivery of a fishing workshop in PPA Project area schools, and development of
modified programs that involve student mentoring;
•
Native and other seedlings for restoration and community gardening initiatives;
and
•
Native fish for stocking aquaria in schools.
9)
Work with IGAM to adapt and transfer their staff training initiatives to school and
community levels.
10)
Provide staff training to the Environmental Policing Division of the Military Police of
Minas Gerais on the subject of social and environmental issues surrounding
environmental policing policies. This should include:
•
Production of a short documentary film or computer-generated slide-show that
demonstrates the day-to-day lives of artesanal fishers and relevant social and
environmental issues of concern; and
•
Networking with Captain Arley Ferreira and local communities to develop a school
presentation that promotes an integrated approach to community policing.
68
11)
Design all activities to foster the production of outputs suitable for public awareness
activities. Examples are posters, brochures, and art that can be displayed in public
places, conferences, fairs, or other events.
12)
Build monitoring tools into all activities to permit adequate reporting, monitoring, and
publicity.
13)
Foster the exchange of Canadian and Brazilian experiences through:
•
A Brazilian mission of key environmental educators to Canada;
•
Canadian missions of key Canadian environmental education mentors to Brazil;
•
Forums, workshops, and publicity coinciding with these exchanges to maximize
their impact; and
•
Support for development of monitoring and evaluation of environmental education
initiatives.
Canadian Support
Providing Canadian expertise in specific areas will maximize the development of integrated
environmental education. Following are examples of Canadian experience that would be relevant to
the PPA Project initiatives and provide excellent mentoring opportunities.
1)
The Burnside Gorge Community Association, in Victoria, Canada, has a history of
successful joint school-community environmental recovery and stewardship programs.
Watershed models have proved to be a useful tool in these programs, especially when
integrated with school and community environmental education. A representative
from this organisation could:
•
Provide instruction on building 3D models from 2D maps;
•
Train local educators and community facilitators to present their model effectively;
•
Produce a simple handbook for facilitators that includes basic protocol for
presenting the model, and sample programs that integrate its application to both the
school curriculum and public outreach programs;
•
Help build community support for environmental stewardship. Design simple
brochures and posters that increase awareness, promote personal involvement and
provide guidelines for participative development of best environmental and social
practices by local citizens, businesses and public agencies. The brochures, posters
and website for the Burnside-Gorge Community Association can be used as
models.
69
2)
3)
Seachange Marine Conservation Society, in Victoria, Canada, delivers outreach
programs that support the whole ecosystem approach to environmental education, as
well as integration of outreach programs with classroom learning. The society offers
two programs: Opening Minds with Water, and EcoRowing. Opening Minds with
Water comprises four components that include both classroom presentations and
guided field trips: Stream Studies, Invertebrate Investigations, Beach (Intertidal)
Programs, and Watershed Model Presentations. EcoRowing is a one-day field trip to
an estuarine ecosystem that has three components: First Nations traditional culture,
marine oceanography, and rowing in a boat or canoe. A representative from
Seachange could provide expertise in adapting these programs for Brazilian use. This
would include:
•
Hosting key Brazilian educators and community facilitators in Victoria to
experience these programs in action;
•
Hosting brainstorming sessions to develop ideas for adapting components of the
program to the Brazilian situation, in both classroom and public education settings;
•
Note: For the OMWW program this would include adapted versions of: 1) the
watershed model; 2) stream studies; 3) invertebrate studies; and 4) reservoir studies
(possibly including a boat tour of the IBAMA reserve).
•
Note: For the EcoRowing program this would include adapted versions of: 1)
Traditional First Nations Culture; 2) Collecting samples for scientific research; 3)
Hands-on studies of local flora and fauna, including plankton; and 4) physical
activity and teamwork through rowing, adapted to fishers’ traditional row boats
and a tour of a protected, local stretch of the Rio SF.
The Vancouver Aquarium excels at using aquaria to represent local aquatic
ecosystems. A representative from the Aquarium could provide expertise in setting
up, maintaining, and using aquaria as a focal tool for education in schools and
communities. This should include:
•
Setting up trial aquaria stocked with native fish and plant species at key schools
and other public locations, such as the proposed Tourist Centre in Três Marias, the
Fishermen’s Colony headquarters, and municipal halls;
•
Hosting key Brazilian educators and community facilitators at the Vancouver
Aquarium;
•
Supporting Brazilian educators and community facilitators to set up, care for, and
trouble-shoot the aquaria, and to create interesting and relevant educational
displays around them;
•
Producing a simple handbook for facilitators that includes basic protocol for setting
up an aquarium; stocking it with appropriate species; and caring for the tank
70
ecosystem (water quality, feeding etc.); and developing interesting public displays
to support awareness about relevant community issues.
4)
5)
There are many excellent Canadian examples of adaptation of school curricula to
embrace environmental education. Integrating environmental themes between subject
areas, and building links between classroom learning and outreach programs are keys
to this success. The role of representative Canadian educators acting as mentors will
include:
•
Hosting Brazilian educators and facilitators during a visit to Victoria and
Vancouver as they experience the Seaquaria in Schools, EcoRowing, Opening
Minds with Water and related school and outreach programs;
•
Hosting brainstorming sessions with Brazilian and Canadian educators (in Victoria
and Vancouver) to discuss and develop applications of these techniques to
integrated environmental education in Brazil;
•
Providing workshops and/or participating in community environmental education
forums in Brazil to instruct Brazilian educators in simple and practical methods for
integrating environmental education into the curriculum on an ongoing basis and
creating more effective links between classroom and outreach programs;
•
Working with these educators to adapt methodology to the Brazilian curriculum at
three representative levels: Primary, Middle and High School.
Westwind Sealab Supplies has a demonstrated history of coordination of networking,
and facilitation of information exchange between school teachers, out-of-school
program educators, and community project representatives through the Seaquaria in
Schools program. A delegate from this company would coordinate efforts of Canadian
and Brazilian Project participants, including:
•
Facilitating workshops and think tanks involving key Brazilian and Canadian
educators and experts. These will focus on the recommendations presented in this
report, including:
−
Addressing learning outcomes in the school curriculum (all subject areas and
school levels (EF 1-4, EF 4-8, EM 1-3);
−
Building bridges between formal and public education;
−
Addressing relevant environmental and social issues in the local communities;
−
Facilitating a sustainable networking system in the project area, that can be
used as a model for other communities;
−
Producing a simple handbook for Brazilian teachers and facilitators that
includes networking contacts in all participating schools and outreach
71
programs; examples of integrated environmental education projects at the
primary, middle and secondary school levels; and models for integrated
environmental education projects that encompass community initiatives; and
−
•
6)
7)
8)
Providing translations for Canadian and Brazilian experts, as required, to
implement these initiatives.
Design, assist in coordination, and participate in exchange trips to Brazil and to
Canada
A Canadian who has traveled to Brazil for work or study and has practical experience
in developing and maintaining community-based environmental education would be a
great asset to situate in one of the communities in the PPA Project area. This person
would provide on-site long-term support and expertise in the development and
implementation of integrated environmental education programs in schools and
communities by:
•
Assisting with organization of presentations and workshops by Canadian experts
(including on-site translations, as needed);
•
Developing a web-site (or links from the WFT website) that highlights the
environmental education component of the PPA Project;
•
Providing improved communications and networking support for environmental
education programs through ongoing updates to the web-site, including photos of
environmental education programs in action and acknowledgements of sponsors;
•
Working with community reporters to ensure that local activities are documented
and posted regularly.
•
Providing ongoing support for the development and delivery of school and
community environmental education programming, as required; and
•
Network with Alison Macnaughton (WFT) to promote integration of
environmental education with other community initiatives.
An individual with experience in designing and delivering environmental education
programs would provide Canadian assistance by:
•
Producing the basic handbooks for Brazilian facilitators (described above);
•
Helping organize, deliver and facilitate training programs and workshops for key
Brazilian educators visiting Victoria and Vancouver.
Canadian assistance in developing monitoring and evaluation protocols. Options
include Giuliano Reis and his thesis supervisor, Dr. Michael Roth (UVic). This could
also be built into integrated school programs, with students helping design and
72
implement surveys on an ongoing basis. IDRC may also have monitoring tools that
they could contribute, and WWF – Brasil appear to have some good experience. A
workshop in Brasil on this issue may be appropriate.
9)
Submit a proposal for CIDA’s Global Classroom Project in partnership with
SeaChange Marine Conservation Society and Seaquaria in Schools (January 2006) as
a way to sustain the EE component of Project PPAgua in the longer term. This will
allow the direct transfer of learning and experiences between Canadian and Brazilian
students and teachers, help promote the growth and evolution of an integrated EE
model which can be implemented between Canada and other countries, and help
sustain the model in the Brazilian context beyond the duration of Project PPAgua.
(Note: some of the website work might be accomplished through this grant.)
10)
Hire a communications expert to highlight the between Canadian and Brazilian EE
initiatives within the context of Project PPAgua.
11)
Identify key Brazilian and Canadian high school students (from Project PPAgua area
and Victoria, respectively), with an interest in pursuing careers in environmental
education. Support them in applying for Rotary scholarships and developing relevant
EE projects for their home communities, based on their experience abroad.
73
Appendix 1
Table 1. Detailed Trip Report.
Date
02-03-05
Location
Belo Horizonte
03-03-05
04-03-05
Belo Horizonte
Três Marias
São Goncalo do
Abaeté
Três Marias
Três Marias
05-03-05
Beira Rio
Três Marias
Beira Rio
06-03-05
07-03-05
08-03-05
Três Marias
Pirapora
Barra do
Guaicuí
Buritizeiro
Pirapora
Barra do
Guaicuí
Ibiai
09-03-05
Buritizeiro
Pirapora
Activity
WFT planning meeting; IBAMA Environmental Education sector
information meeting
Bus BH to TM
Taxi BH to SGA
Consultative meeting with school directors, teachers, and municipal
administrators
Attend community meeting against Transposition of Rio SF
WFT strategy meeting and reporting; tour of CEMIG hydroelectric facility;
consultative meeting with Secretary of Education and Culture for TM
Consultative meeting at BR School; tour school; meet students
Meeting with communications liaison (Ceiça); research cost & availability of
aquarium supplies; meet local fishermen at Syndicate meeting; meeting with
Rotary exchange student (Anna Carolina) re: possible role in environmental
education program
Consultative meeting with Fishermen’s Colony Z5 President (Norberto) and
fisher (Bigua); boat tour of Rio SF (Beira Rio to base of TM dam)
Visit Beira Rio Fish Market; travel TM to PP (taxi);
River Tour (PP-BG) & consultative meeting with President of Colonia Z1
Pirapora (Pedro); walking tour of BG
Consultative meeting with Secretariats for Social Assistance and Tourism,
and Sports and the Environment for Buritizeiro; consultative meeting with
Director of Education for Buritizeiro and various school directors (at the
Escola Estadual de Marieta Amorini); Consultative meeting with Buritizeiro
Fishermen’s Colony (Geraldo); consultative meeting with SAAE director;
attend Women’s Forum at UniMontes campus
Travel PP-BG; Consultative meeting with school directors, teachers, students
& fishermen at Escola Estadual de Guaicui; walking tour of town, including
Pracinha Manuelzão and church; travel BG- Ibiaí. Review and strategy
meeting with Barbara Johnsen; presentation and update of PPA Project
activities to Fishermen’s Colony and community; break out for
environmental education consultative meetings with teachers, directors, and
students from Ibiaí schools.
Review and strategy meeting with Barbara Johnsen; short visit to
Secretary of Education for Buritizeiro (questionnaires etc.); short visit to
GRAAL office (Arlete);
Consultative meeting with Secretary of Education for Pirapora (incl. teachers,
directors, Secretary of Education, Secretary of the Environment etc.); short
visit to Pirapora Colonia Z1 office and Projeto Renascer;
74
09-03-05,
cont.
Buritizeiro
10-03-05
Pirapora
Três Marias
11-03-05
Três Marias
12-03-05
Três Marias
13-03-05
Três Marias
14-03-05
Três Marias
15-03-05
Beira Rio
Belo Horizonte
16-03-05
Belo Horizonte
17-03-05
Belo Horizonte
18-03-05
Betim
19-03-05
20-03-05
21-03-05
22-03-05
Belo Horizonte
Belo Horizonte
travel PP-TM; supper & brief consultative meeting with UFSCar Chemistry and
Environmental Education group (IDRC Water Quality Monitoring Program)
Consultative meeting at CODEVASF (re: IDRC partner Project); river and
reconnaissance tour for site selection (TM dam to Pontal Abaeté; led by Seu.
Norberto and fishers from Colony Z1); lunch and consultative discussions in
Pontal Abaeté; short visit to Pontal Abaeté School (Cathy Carolsfeld, Barbara
Johnsen and Haydee Torres); consultative meetings with UFSCar environmental
educator (Haydée Torres).
Strategy meeting for IDRC project (incl. fishers, WFT, UFSCar, CODEVASF,
and IBAMA); lunch and environmental education discussions with Haydee Torres
and Barbara Johnsen; reconnaissance of upper and lower Corrego Barreiro Grande
and vereda; short visits to local schools and Coop Bakery; view and discuss BBC
film.
Revise travel arrangements; short visit with Alison Mcnaughton; short visit with
Seu. Raimundo; catalogue digital photos.
Site visits to TM reservoir; view CAP boat; review and strategy meeting with
Barbara Johnsen (most of day and evening).
Short visit to IEF (Carlos); review and reporting; consultative meeting at
CODEVASF with Marilia Sato Brasil re: community education; supper and
consultative discussions with PPA Project environmental education team; short
consultative meeting with CPT representatives; pack and reporting.
Visit and photograph Beira Rio School and local shoreline access
Travel TM-BH; reporting; consultative meeting with COMFEA (Idarci) re:
Environmental Education Program for Minas Gerais; consultative meeting with
IEF; review and strategy meeting with Barbara Johnsen.
Attend morning sessions of seminar “Rio SF - O Desafio da Verdade
(Challenging the Truth)”; consultative meetings with IGAM Environmental
Education Sector (Adriana) and Computer Mapping (Christian); short visit to
IBAMA (Marlucia not available);
Attend morning sessions of Rio SF Seminar; consultative meeting with REMEA,
manager of Environmental Education (Aloisio) and visit to their library; travel
BH-Betim
Tour Vale Verde (ecological reserve licensed by IBAMA); site visit to Salão do
Encontro
R & R; reporting
R & R; reporting
Air Travel BH-Sao Paulo, Sao Paulo-Toronto; reporting
Air Travel Sao Paulo-Toronto, Toronto-Vancouver, Vancouver –Victoria;
reporting
75
Appendix 2
Table 2. Contact Information for Surveyed Schools.
Municipality and
School
Director (or
other
Representative)
Teachers
Level
(Subject)
Phone no.
Buritizeiro
E.E. Benedita Conceicao
Roquette
Maria Aparecida
Medeiros
E.E. Prfa. Silva de Alencar
Zsehaber
Valeria de Cassia R.
Medeiros
E.E. Marieta Amorini V.
Ever (ViceDirector)
E.M. Inacio Alves Moreira
Eva Claudia Franco
Neres
Ariana
Jane
Assuncao
Janete and Ilma
Valeria e Irene
(Professoras
Regente)
Marina Alves da
Silva (Coordinator)
Meres R. Moreira
(Coordinator)
Valeria Menezes Balbino
Irene Jose dos Anjos
Maria de Fatima
Gonçalves
(Teacher)
Maria de Fatimo Goncalves
E.M. Maria de Sales Souza
Creche Casa da Crianca Pai
Grande
Creche Santa Terezinha
Anaide, Antonia, Magola, Ines,
Regina, Joselma, Marlene,
Vanderlice, Eralina, Conceicao,
Angelica, Ana de Fatime,
Eliane, Angela, Marta, Simelia,
Miguelina, Karla, Junia and
Carina
Maria Alice
Sonia Marques
Mariles Alves
Darleia Azevedo
38-3742-1170
38-3742-1573
EF:Portuguese
EF:Geog, Hist
EF: Math.
EM: Biology
EF: gr. 5-8
Sciences
Geography
History
Portuguese
Phase 1
EF: gr. 2
EF: gr. 3
EF: gr. 4
EF: gr. 4
EF: gr. 3
38-3742-1859
38-3742-2713
38-3742-1638
38-3742-3027
38-3742-1346
Pre-school
38-3742-1216
Pre-school
38-3742-1345
EF: gr.1-8
Geography
Introductory
Phase
38-3746-2000
EF: gr.4 interdisciplinary
EF: gr. 4
Introductory
Phase
38-3741-2580
Ibiai
E.E. Bom Jesus da Vereda
Eva Iris
Various others
E.M. Boa Vista
Antonio George
(Teacher
Coordinator)
Anadir
Maria Cleonice
76
Ibiai, continued
E.M. Joao Cardoso da Cruz
Centro Educacional 1
Primeiros Passos (Pre-Escola)
E.E. São Fransisco
E.E. Cel Aristides Batista
Creche Mae Angela
UNIMONTES
Ibiai Nucleus
Hercilia Marta
Rabelo, Coordinator
Magda Cordeiro
Souza (Teacher)
Ma. Iva Mendes
Rabelo (Teacher)
Alessandra
(Supervisor)
Deurson (Teacher)
Sandra Jardim
(Coordinator)
Eliana Marta
Fonseca Mota
(Coordinator of
Ibiai Nucleus)
Eliane
all 5 classes
Renata Cordeiro
Geralda Alcantra
Monica Aparecida Cordeiro
Cleuza Oliveira
Vanilde Ramos
Igna Cordeiro
Ione
2nd Period
3rd Period
EF: gr. 1-4
(16 classes:
morning and
afternoon)
EF: gr. 5-7
Sciences
EF: gr. 5-8
Geography
EM
Pre-School
Ivone
No contact given for EM
Sandra Jardim
38-3746-1271
38-3746-1156
38-3746-1170
38-3746-1137
38-3746-1136
Curso Normal
Superior
Denise and Angela
Mariluce and Ma. Jose
Juliana and Adalci
Milton Severiano
Silene Diniz
Portuguese
Geography
Science
History
Luzinete
Alice
Albertina, Lenaide, Joana and
Rosimeire
Zuleide and Gilcelia
EF: gr. 1-2
EF: gr. 3-4
EF: gr. 5-6
EF:gr.8, EM
EF:gr.7, EM
EF
38-3741-1988
EF: gr. 1
EF: gr. 2
EF: gr. 3
38-3741-8785
Claudete
Magnolia
Eunice
Nair, Dilma, Mariangela and
Vera
Inez and Hildet
TBA based on plans that
emerge
Ma.de Fatima Guerra Batista
Jussara
Ma. Rego Neto
Edvaldina de Castro Goncalves
Georgina and Elizabeth
Pre-School
EF: gr. 1
EF: gr. 2
EF: gr. 3
Pirapora
N. Sra. do SS Sacramento
Irma Ercy
E.E. Bairro Cidade Jardim
Luiza Alves
(Supervisor)
E.M. Ma Josefina Santos
Solanoe Soares D.
Silva
E.M. Geny Hatem
Raquel Barbosa
E.M. N. Sra. Aparecida
Juildeny de Aquino
E.E. Profa.Heloisa Passos
Ma. das Neves
Neres Bezerra
77
38-3741-2680
EF: gr. 4
38-3741-1496
EF: gr. 4
38-3741-1712
Geography
History
38-3741-1915
38-3741-3660
Pirapora, continued
E.E. Deputado Quintino
Vargas
Rita Avelar (Profa.)
Maria Isabel
Daniela
Iara
E.E. Santo Antonio
Rita Avelar
(Supervisor)
E.E. Coronel Ramos
Ma. das Gracas
(Supervisor)
Elaine and Regina
Rivana Lopes
Elisa Maria
Luciene Luz
Ester Rodrigues
Doris Cordeiro
Adalcy Maia Diniz Mourao
Wanubia de Souza
E.M. Rui Barbosa
MGR Pereira
(Supervisor)
Arlete (Director)
Wilma Celia
(Teacher)
Amalia
Angela
Adriane Maria Campolina
Cunha
Eliane da Silva Pereira
CESEC Umbelina Diniz
Maria de Jasma
(Supervisor)
E.E. Fernao Dias
Vandersonia C.
Barbosa
(Supervisor)
Neide Rubia
Elizabeth
Regina
Prof. Iara
E.M. Maura Dias da Costa
Prof. Amaral
Profa. Carla
Profa. Luciene
Profs. Raul and Milton
E.M. Dona Candida Mendes
Alvares
Colegio Cenecista de
Pirapora
(Private School)
Mariza
E.E. Anesia Goncalves
Longuinhos
E.M. D. Rita Santos Braga
E.M. Mathilda Cordeiro de
Aquino
E.M. Coeli Ribas Andrade e
Silva
E.M. Dr. Otávio Vieira
Machado
Anesia Longuinhos
Ana Rodrigues
Cremilda
Adriane
Luciene
Edlamar, Elieuza, Miriam
Karla, Graça
Raul, Lucia, Junior
Marlene Angela
Anesia Longuinhos
Anesia Longuinhos
Andrea Peixoto
Vanderleia de Freitas
Anesia Longuinhos
Ana da Abadia
Isabel P. Lopes
Ana Claudia A.
Chamone
Anesia Longuinhos
EF: gr. 5-6
Geography
EF: gr. 5-8
Sciences
EM:
Chemistry
Pre-School
EF: gr. 1
EF: gr. 2
EF: gr. 3
EF: gr. 4
EF: gr. 4
38-3741-4023
38-3741-1898
38-3741-1902
38-3741-2554
EF: gr. 1-4
38-3741-4500
38-3741-1204
Geography
History
Sciences
EF: gr. 5
(Geography)
EF: gr. 6-8
(Geography)
EF: gr. 6-8
(Sciences)
EF: gr. 5
EM: yr. 1
Science
EM:
Geography
EF: gr. 4
EF: gr. 4
EF: gr. 1
EF: gr. 2
EF: gr. 3-4
EF: gr. 5-8
EM: yr. 1-3
38-3741-1329
38-3741-1911
38-3743-2302
38-3741-2233
38-3743-3062
38-3741-1617
Pirapora, continued
78
Municipal Secretariat of
Infrastructure and Urbanism
Ma. do Socórro M.
Souza (Coordinator
of Municipal
“Selective
Collection” Program
- Programa
Municipal de Coleta
Seletiva)
38-9982-2710
38-3749-6142
ssu@interpira.
com.br
Superintendent for Regional
Board of Education
Secretariat of Education
Elda Alvarenga
(Education Analyst)
Delvane Maria
Fernandes
(delvane@interpira.
com.br)
38-3741-4018
38-3741-8239
38-8805-2808
São Gonçalo do Abaeté
Pre-E.M. Crianca Feliz
E.M. Prof. Martinho Matos
Lusmaene Zacarias
Barbosa
(Director)
Ma. Geralda Porto
Lucas
E.M. Prof. Maria Jose Dutra
Christiane Kellen
M. Braga
E.E. Zico Mendonca
E.M. Olinto Gonçalves
(in Beira Rio)
Elizeu N. Carvalho
(D.)
Maria Angela Porto
(Vice D.)
Maria Alcione
Popalardo
(Supervisor)
Ivany Fonseca Melo
(Director)
E.M. Quatro Irmãos
(in Pontal do Abaeté)
Mônica Claudia
Elzatátima Barbosa
Claudina Cardoso Soares
Silvia Cristina de Castro Lucas
Lilian Cristina da Silva
Silvia Cristina
Silesia
Candida Vaz
Aparecida Braga
Azevedo
Sueli Gontijo
Vanda Albino
Darci Teixeira
Maria Barba
Fatima Dutra Lucas
Fatima de Almeida Silva
Geraldo Cesar de Azevedo
Pre-school
(4-5 yrs.)
38-3563-2005
EF: gr.1-4
38-3563-1197
EF: gr.5-8
38-3563-1246
EF: gr.1-3
EF: gr.5-8
38-3563-1244
Ana Claudia F. Leal
EF: gr.1-4
38-3563-3029
EF: gr.1-4
38-9114-4624
38-9115-0296
79
Tres Marias
E.M. Irene Castelo Branco
Thereza Wildeanea
(Dir.)
Silvia Cristiane
(Pedagoga)
Cristiane Kassia
Cassia
Adriana
Lucilene
Fase III
Fase III
Fase IV
Fase II
38-3754-5468
E.E. Manoel Pereira de
Freitas
Neiva V. De Souza
(Director)
Joana Eloisa de
Almeida (Director)
Luciene Valadares
Vera Lucia Pereira Balsamao
(coordination of all teachers)
Angelita Maria de Oliveira
Luciene Hida Cotta Cirivo
Rosane Gobira Santos Xavier
Anna Gabrielly da Conçeiãção
Silva
Telma C. da Silva Amaral
Fase II
EF: gr.5-8
38-3754-2284
E.M. Memorial Zumbi
Mateus
Marina
Ma. Josino
Ana Maria
Jucelino Rubens
E.M. Policena A. Amorim
E.M. Prof. Joaquim Candido
Goncalves
E.M. Rosa Pedrosa de
Almeida
E.M. V. Carlindo N. Gaia
Deolinda (Director)
Adenize Maria Reis
(Director)
Fabio Nascimento
Jesuino
Gilceia Ribeiro da Costa
Ednalma Ribeiro Pereira
EF: gr.5-8
EF: gr.5-8
EF: gr.5-8
EF: gr.5-8
38-3754-577 0
Fase II
Fase I
38-3754-5996
38-3754-7222
38-3754-5669
Rosangela Rosa dos Santos
Fase I and II
Varzea da Palma (Barra do Guaicuí)
E.M. Profa. Dulce Lopes de
Oliveira Mota
E.E. de Guacui
Almira R. De Jesus
Lima
(Project Coordinator
and Teacher)
Ma. Aparecida
Mendes de Freitas
(Supervisor of
Education)
Mariluzam
(Coordinator of the
Guaicuí Committee)
Almira
(She will check, but thinks they
will all be interested)
Ma. Aparecida da Silva
Almira R. De Jesus Lima
Ma. Aparecida M. De Freitas
Antonio da Silva Lopes
Leila Aparecida dos Santos
Sandra Celia Celestino
80
38-3731-5000
Geography
38-3731-5073
38-3731-5030
Appendix 3
Table 3. Out-of-School Program Contacts
Institute
Amigos do Rio
São Francisco
(Ibiaí)
Contact Name
Marcos Ximenes
Helio Guimaraes:
biochemist and partner,
BH
Phone
Number
e-mail
Comments
38-3746-1137
31-9981-7515 BH
A local NGO
CEMIG
Carlos: head of IEF office,
PP
Vasco Torquato
31-3221-9459
Involved with
producing Detailed
Guide to fish of the
Rio SF
COMFEA
Idarci Esteves Lasmar
31-3298-6562
Secretaria Estadual do
Meio Ambiente
GRAAL
IEF
Arlete
Miguel Ribon
38-3742-2224
[email protected]
Lina Maria Mourao
Toledo
Celia Lucia Querino Lima
Afonso
31-3295-5079
[email protected]
31-3295-5079
[email protected]
IGAM
MESFA
REMEA
Adriana Freitas
Christian Rezende
31-3337-3355
Ext. 110
Sidney Moreno
Aluisio Cardoso de
Oliveira
31-3741-4093
31-3277-5199
[email protected]
[email protected]
[email protected]
[email protected]
Environmental
Education
[email protected]
Networking and
teacher training for
field trips;
Head of Information
Systems
Manager of Projects
and Environment
Brazilian
Environmental
Education Network
Supervisor of IBAMA
reserve
Fabrízia Araujo Rezende
SAAE and Beija
Flor Program
REBEA
Janeir Soares
UFRJ
Marilia Brasil Sato
38-3741-1530
www.rebea.org.br
[email protected]
[email protected]
81
School Programs
School Programs
Digital Mapping
Appendix 4 – Summary of Survey Results
Table 4. Summary of Questionnaire Results for Três Marias Schools
School
In School
Programs
Other
Programs
and Support
Important
EE themes
Challenges
Other
Comments
E.M. Irene
Castelo Branco
Integrated:
Portuguese
Math
Geography
Science etc.
1) Projeto Cultivar
2) Projeto Maos
que Cuidam
3) Projeto
Semeando
4) Municipal
Government
5) Visits to local
creeks and
cerrados
6) (Guest) Lectures
1) Lack of
specialists to
provide
necessary
support
2) Lack of
resources such as
books, labs etc.
Our school is very
close to the cerrado,
creeks etc.
E.M. Manoel
Pereira de
Freitas
Integrated:
All subject
areas
including:
Physics
Science
Math
Portuguese
Religion
Art
History
Geography
English
1) Projeto
Revitalizacao do
Corrego Barreiro
Grande
2) Field trips to
increase awareness
of environmental
and conservation
issues
3) Special activities
during
Environment Week
4) Project Escola
Viva
5) Project Coleta
Seletiva
6) revitalization
projects (fields,
(flower) gardens
and school
gardens)
7) UniMontes
Biology students in
training
1) Public Parade
(Environmental)
2) Lectures
3) Field trips
(Passeos)
Preservation
of the
Environment:
1) Importance
of the
Cerrado
2) Water
3) Selective
Collection
4) Pollution
5) Garbage
6)
Consumerism
1) Preserving
the
Environment
2) Water
3) Selective
Collection
4)
Preservation
and
Conservation
5) garbage
and
citizenship
6) Reusing
and Recycling
7) Use of
water and
electricity
1) Need for
interesting
material
resources to
work with
(folders,
brochures etc.)
2) Methodology
(training)
1) We need to work
together and share
ideas. This will help
strengthen our
individual programs.
2) We have a lot of
experience in
integrated EE
programs that we
want to share
3) Our whole
community is ready
and raring to work
together with the
larger community
1) Conserving
veredas
2) Garbage
3) Restoration
of the Rio SF
Heavy (double)
teaching loads
We hope that Project
PPA can continue
providing because it
is important for us
and our municipality
E.E. Manoel
Pereira de freitas
E.M. Memorial
Zumbi
82
Results for Três Marias, continued
School
In School
Other
Program
Programs
s
and Support
E.M. Policena A.
Amorim
Integrated:
all subject
areas
1) Projetos Veredas
2) Projeto Maria
Bonita
3) Garbage and
citizenship
4) Public Parade
(Environmental)
5) Secretary of
Education for TM
E.M. Prof.
Joaquim Candido
Goncalves
Integrated:
Portuguese
Math
Geography
History
Science
1) SEMEC
2) SEMEIA
3) SEMADS
4) Lectures for
parents and
students
5) Public Parade
(Environmental)
6) Field trips
7) Artesanal work
(with Sucato)
E.M. Rosa
Pedroso de
Almeida
E.M. V. Carlindo
N. Gaia
Integrated:
Portuguese
Math
Sciences
Geography
History
1) Plantando para o
futuro
2) Maria Bonita
3) Lixo e
Cidadania
4) Public
(Environmental)
Parades
5) Field trips to
CODEVASF, CAP
Important
EE themes
Challenges
1) Garbage
2)
Conservation
and
preservation of
existing
veredas
3) Restoration
of the Rio SF
1) Transportation
2) Heavy
teaching loads
3) Economic
situation
1) Sustainable
management
and
conservation of
natural
resources
2) Developing
an ethic of
respect and
value for all life
forms
3) Garbage and
citizenship
1) Health of the
environment
2) Water
consumption
and waste
3) Pollution of
creeks and
rivers
1) Engaging and
involving the
larger community
in environmental
issues
1) Fear and
timidity about
taking EE to the
next level
(integration)
1) The biggest hurdle
will be to reach the
general public so
everyone
understands their
personal roles and
responsibilities in
preserving the
environment
1) The most
difficult part will
be to help
everyone change
their concept of
the environment
and understand
that they (and their
actions) are an
important part of
the environment
we live in, that
each of us needs to
take personal
responsibility.
1) Lack of
Material
Resources
2) Lack of Human
Resources
2) Community
awareness can be
done through theatre,
dance written work
etc.
1) Pollution
2) Consumerism
and Garbage
3) Values
4) History of our
Neighbourhood
83
Other
Comments
Table 5. Summary of Questionnaire Results for São Gonçalo do Abaeté Schools
School
In School
Programs
Other
Programs
Important
EE themes
Pre-Escolar M
Crianca Feliz
None
1) Guest lectures
2) Field trips
Awareness and
preservation of
Rio Abaeté
E.E. Zico
Mendonca
Integrated:
Portuguese
Science Art
Geography
1) Projeto Chuva
(COPASA)
2) Guest Lectures:
Enviro. Police;
EMATER;
Mun. Secretary of
Health
3) Environmental
Conference
1) Preservation of
nascente
2) Degradation of
Rio Abaeté
3) Garbage
4) Agrotoxins
5) Deforestation
E.M. Prof.
Martinho Matos
Integrated:
Portuguese
Science
Art
Geography
E.M. Prof. Maria
Jose Dutra
Integrated:
all
disciplines
1) Projeto Chuva
(COPASA)
2) Projeto Semeando
3) National
Childrens and Youth
Conference on the
Environment
4) Mun. Secretary of
Health
5) Mun. Secretary of
Education
6) Guest lectures
7) Field trips
1) Environmental
protection
2) Preservation of
nascente
3) Garbage
4) Deforestation
1) Public
Awareness
1) Preservation of
our municipal
creeks
2) Preservation of
the Abaeté River
3) Conservation
of nascentes
4) Degradation of
the environment
84
Challenges
1) Training and
professional
support for
teachers;
2) Lack of public
awareness
1) Lack of trained
professional
support
2) Lack of public
awareness
3) Fear
4) Lack of
interest by those
taking profit from
public resources
The need to
review our work
proposals in
relation to EE (in
the classroom)
1) Lack of
teaching
resources
2) Lack of public
awareness
3) Lack of
training for
teachers
4) Lack of
commitment to
active
involvement in
addressing
environmental
issues
Other
Comments
Access to a mining
barge
Importance of field trips
Table 6. Summary of Questionnaire Results for Pirapora Schools
School
In School
Programs
N. Sra. do SS
Sacramento
Integrated:
All subject
areas, incl.
drama
E.E. Bairro Cidade
Jardim
Integrated:
All subject
areas
E.M. Ma Josefina
Santos
Integrated:
Sciences
Portuguese
History
Geography
E.M. Geny Halem
E.M. N. Sra.
Aparecida
Other
Programs
Important
EE themes
Challenges
1) Projeto Terra
2) Vida que Pulsa
3) Field Trips
4) Public parades
(environmental)
5) Lectures
supported by:
MMA
Municipal
Secretariat of
Infrastructure and
Urbanism
1) Projecto Terra
2) Planeta em que
Vivemos
3) Field trips
4) Lectures etc.
1) Increased
understanding
of relationship
between
people and
nature
2) Integrated
ecology
3) Recycling
Increasing public
awareness
1) In-school programs
coordinated by
geography and sciences
(note:
Gr. 3-4 produce and
present a book
describing the project)
2) Integrated programs
began in 2001
All are
important
Our local environment
(vegetation, Rio SF,
agriculture, industry) is
all around us!
1) Projects
2) Lectures
3) Field trips
1) Garbage
(e.g. landfill
sites)
2) The river
3) Pollution
1) Lack of financial
resources
2) Lack of material
resources
3) Lack of human
resources
1) Partners
(networking)
2) A project that can
involve the whole
school (incl. Preschoolers)
3) Training (for the
whole team)
1) Assistance
(support) for
educators involved
in environmental
education
1) Programa
Semeando
2) Lectures
3) Field trips
4) Public Parades
(Environmental)
1) Lectures
2) Public parades
(environmental)
3) Field trips
1) Recycling
2) Preservation
1) Awareness
2) Preservation
3) Restoration
(revitalization)
4) Recycling
85
1) Finding time
2) Finding financial
resources
3) Creating working
partnerships
4) Support from
NGOs
5) Support from the
community
Other
Comments
Have trained educators
and the support of
SEMED
Desire to help create
global citizens through
integrated
environmental
education
1) We are a riverine
community and most of
our families depend on
fishing
2) Want to better
understand the whole
project
3) Possibility of
exchanges between
Brazilian and Canadian
students
Table 6: Results for Pirapora, continued
E.E. Profa.Heloisa
Passos
Integrated:
Geography
History
Biology
Physics
Sciences
Portuguese
Aqua e Vida
E.E. Deputado
Quintino Vargas
Integrated:
Portuguese
Geography
Sciences
1) Sempre Verde
2) Revivario
3) Field trips
4) Research
projects
5) Lectures
E.E. Santo Antonio
Integrated:
Portuguese
Sciences
Geography
Religion
1) Lectures
2) Field trips
3) Environmental
team competitions
1) Personal
health
2) Cleaning the
environment
(esp. the Rio
SF)
3) Brazilian
Steppe
(cerrado)
4) Water (and
water use)
5) Caring for
our school
property
1) Water
Conservation
2) Preservation
and restoration
of the Rio SF
3) Pollution
(Industrial)
4) Preservation
of native flora
(riparian
vegetation and
Brazilian Steppe
(cerrado)
Preservation of
the Rio SF
1) Achieving
increased awareness
of environmental
issues by all citizens
(incl. big industry,
other polluters and
citizens)
2) Desire to create
direct links between
EE and school
curriculum
1) Many of our students
are fishers or children
of fishers
2) My personal dream
is to once again see the
Rio SF with the
diversity of species it
once supported
Lack of funding for
material resources,
field work etc.
We need to make
students aware of the
importance of
preserving our planet
and we are ready and
interested in starting!
1) Habitat
2) Preservation
of flora and
fauna
1) Water Issues
2)
(Endangered)
Extinct
Animals
1) Preservation
of the Rio SF
2) Preservation
of (native) flora
and fauna
3) Preservation
of the enviro.
and
consequences
of not doing so
Lack of continuity
in partners and
proposals
E.E. Coronel Ramos
E.M. Rui Barbosa
Environment
Week activities
E.M. Maura Dias da
Costa
Activites related
to days
commemorating
themes like the
environment,
river, etc.
86
1) Lack of
partnerships
2) Heavy workload
We need to make our
children more aware
about preserving our
environment
1) Lack of
(working)
partnerships
2) Lack of
continuity for our
proposed work
We need to educate
our children while
they’re young
Table 6: Results for Pirapora, continued
CESEC Umbelina
Deniz
Integrated:
small
interdisciplin
ary projects
E.E. Fernao Dias
E.M. Dona Candida
Mendes Alvares
Integrated,
incl:
Sciences
History
Portuguese
Geography
Colegio Cenecista de
Pirapora
(Private School)
Integrated,
incl:
Science
Math
Biology
Chemistry
Portuguese
Geography
Ethics
Art
E.E. Anesia
Goncalves Longuinho
E.M. D. Rita Santos
Braga
E.M. Mathilda
Cordeiro de Aquino
E.M. Coeli Ribas
Andrade e Silva
E.M. Dr. Olavio Viara
Machado
Integrated,
incl:
Sciences
Math
Portuguese
Art
History
Geography
Phys. Ed.
1) Coleta Seletiva
do Lixo
2) O homem e o
Meio Ambiente
Ethics and the
environment
1) Activities
related to
commemorative
days related to the
environment
(trees, spring etc.)
2) Guest Lectures
3) Field trips
1) Preservation of
the Rio SF
through:
Secretariat of
Education for
Pirapora and City
Hall
1) Preservation
of the
Environment
2) Sustainable
management of
the
environmental
1) Illegal
Fishing
2) Destruction
of Springs
(veredas)
3) Preservation
of the
environment
1)
Sustainability
2) Awareness
about personal
responsibility
and
involvement in
global issues
1) Projeto
Piracema
2) Matricula Verde
(with support from
MESFA and
IBAMA)
3) Lectures
4) Field trips
5) Research
6) Ácões Solidarias
1) Sporadic
environmental
projects
2) Recycling
(Municipal
support)
3) Semear ...
1) Preservation
of the Rio SF
2) Recycling
3) Pollution
4) Cerrado
5) Water
87
1) [Achieving]
cohesion amongst
everyone
2) Bringing enviro.
education beyond
the school e.g.
reaching society as
a whole (not just
students)
1) Lack of support
2) Lack of financial
Partnerships to
support such a
large project
Developing
awareness amongst
educators and
mobilizing them
1) Finding enough
time for collective
planning that
includes educators
and students
2) Finding a way to
sustain the program
and use participative
planning and
management to
ensure that plans are
modified as needed
3) To find a way to
reach students and
measure changes in
behaviour
1) Financial
resources
2) Working
conditions
3) Providing
training for
educators
4) Working EE
projects into the
school curriculum
We work with youth
and adults.
1) We need a multidisciplinary approach
in order to succeed and
are ready to take it on.
2) We many
environmental
problems in our area
that need attention.
There is support for
educators in the form
of training and
resources.
1) We need to share
experiences and work
together to bring
existing projects to
new levels.
2) We need to look for
alternatives and
solutions to problems
that span
environmental and
social issues.
Conditions are great:
the community is
concerned, educators
are engaged and
projects related to
preservation of our
river have been
implemented.
Table 7. Summary of Questionnaire Results for Buritizeiro Schools
School
In School
Programs
Other
Programs
Important
EE themes
Challenges
Other Comments
E.E. Benedita
Conceicao Roquette
Integrated:
All subjects
1) Preservation of
veredas,
mananciais,
rivers and lakes
2) Increased
public awareness
of environmental
issues.
Lack of partners
1) We would like to
become partners
2) EE [needs to]
integrate everyone in
the school,
independent of the
discipline, in order to
implement the
projects successfully.
E.E. Prfa. Silva de
Alencar Zschaber
Integrated:
All subjects
E.E. Marieta Amorini
V.
Integrated:
All subjects
E.M. Inacio Alves
Moreira
Integrated:
Portuguese
Math,
Sciences
Geography
1) Project Aqua
Fonte de Vida
2) Project Semeando
3) Support from SEE
and Paroquia
Imaculada Conceicao
4) Lectures
5) Field trips
6) Special events
(e.g. during Semana
da Agua)
1) Project Agua
Fonte de Vida
2) Projeto de
Arborizacao da
Escola
3) Special events
(like during Semana
da Agua)
4) Lectures for
students and parents
5) Support from
SAAE, Buritizeiro,
Paroquia Imaculada
Conceicao
1) Project Agua
Fonte da Vida
2) SAAE programs
3) Guest lecturers
from SAAE,
IBAMA, Military
Police, Fire Fighters
etc.
1) Project Semeando
2) Support from
MEC and Municipal
Secretariat of the
Environment
88
1) Preservation of
veredas, river
sources
(mananciais),
rivers and lakes
2) Increased
public awareness
of environmental
issues
1) We would like to
become partners
2) EE [needs to]
integrate everyone in
the school,
independent of the
discipline, in order to
implement the
projects successfully.
1) Water
2) Environmental
degradation
3) Conservation
1) Lack of
resources
2) Lack of public
awareness in the
community
1) We are very
connected to the Rio
SF
1) Global
awareness about
environmental
issues
2) Water
Availability of
diverse material
resources to
support these
initiatives
Our students are really
positive and interested
in discussing these
themes
Table 7: Buritizeiro results, continued
E.M. Maria de Sales
Souza
Integrated:
Portuguese
Science
Geography
Math
1) Project Semeando
2) Project Agua
Fonte de Vida
3) Support from
FAEMG, SENARMG and SAAE
4) Ecological field
trips
5) Lectures
6) Videos
7) Special events
Sustainable
management and
use of the
environment incl.
issues like:
garbage,
recycling,
pollution,
diseases, and
conservation of
water
Creche Casa da Crianca
Pai Grande
Creche Santa Terezinha
Increased
municipal
support will be
needed for rural
education in
order to make
this project work
1) Training for
teachers
2) Little interest
from appropriate
(support)
agencies
3) Lack of
resources
89
1) Involvement in this
project will help
widen our horizons;
since we are a riverine
city, this will be very
valuable for our
community
2) Increased
awareness will lead to
an increased of
personal sense
responsibility for our
environment, by our
students
We want to participate
in the project
It is important and
valuable that our
children be brought up
to be aware of the
need to preserve our
environment.
Table 8. Summary of Questionnaire Results for Varzea da Palma Schools (town of Barra do
Guaicui)
School
In School
Programs
Other Programs
Important EE
themes
E.M. Profa. Dulce
Lopes de Oliveira Mota
Integrated
incl:
Geography
Portuguese
Art
Religion
Sciences
History
1) Projeto Manualzão
2) Waste Management
Project
3) Beautification
Projects
1) Water
2) Waste
management
(garbage and
sewage)
3) (Native) flora
and fauna
E.E. de Guacui
Integrated,
incl:
History
Geography
Sciences
Portuguese
1) Pequenos
Combatantes
2) Agentes Mirins de
Guaicui
3) Rio das Velhas Pede
Socorro
4) Agua Fonte da Vida
5) SOS Guaicui
6) Field trips
7) Public parades
(environmental)
8) Community
education (drama,
theatre, signage etc.)
9) Guest lectures
6) Support from
FUNASM, churches,
Munciipality
1) Health and
diseases
2) Restoration of
the Rio das
Velhas watershed
90
Challenges
Other Comments
1) Lack of interest
from public
agencies
2) Lack of interest
from some
professionals
3) Lack of
funding
4) Implementing
projects that
extend beyond the
school
1) Lack of
partnerships
2) Resistance
from authorities
3) Lack of
funding (support
from other
groups)
Involvement in Project
Manualzão, student
interest and community
involvement are
already in place
1) Partnership with
PPA: we want to work
but need help to
implement
environmental projects
Table 9. Summary of Questionnaire Results for Ibiaí Schools.
School
In School
Programs
E.E. Bom Jesus da Vereda
E.M. Boa Vista
Other
Programs
Important
EE themes
1) Guest lectures
2) Field work
Integrated,
incl:
Sciences
Geography
History and
others
1) Project about the
Rio SF
2) Awareness about
water in the
community
Note: lack of support
from outside
agencies
E.M. Joao Cardoso da
Cruz
1) Water
2) Deforestation
3) Garbage
4) Preserving
springs and
veredas
1) Preservation of
vegetation,
animals and water
2) Importance of
clean water
3) Garbage
1) Water
2) Deforestation
3) Garbage
4) Rio SF
Centro Educacional 1
Primeiros Passos (PreEscola)
Field trips
Note: support from
the Municipality
1) Deforestation
2) Pollution of the
Rio SF
E.E. São Fransisco
1) Guest lectures
2) Small projects
E.E. Cel Aristides
Batista
1) Field trips (to the
river)
2) Participation in
passeatas and
activities related to
the environment
1) Preservation of
the Rio SF
2) Water
3) Deforestation
4) Garbage
1) Recycling
2) Preservation of
water
3) Combating
fires
4) Preservation of
native mata
forests, veredas,
flora and fauna
91
Challenges
1) Lack of time
2) Lack of
resources
3) Lack of
partnerships
Need for
increasing
awareness
amongst all
community
groups incl:
students, parents,
teachers, fishers,
hunters, charcoal
producers
1) Lack of
availability
2) Lack of
enthusiasm
The need for
training to learn
how to work with
such small
children
1) Lack of time
2) Lack of
resources
3) Lack of
partnerships
1) Lack of
physical and
material resources
2) Lack of
adequate
knowledge and
training
3) Lack of
(support)
structure within
the schools
Other Comments
1) We are enthusiastic,
brave, united and
competent
2) We have an urgent
need to collaborate with
Project PPA
1) Solidarity within the
school community
2) We like the idea of
Project PPA and hope it
is implemented and
sustainable
1) Participation,
communication and
partnerships with other
schools in the
Municipality
2) We urgently need to
collaborate with Project
PPA
1) Easy access
2) Very connected with
the rural areas
and people living along
the river
1) Staff and students
enthusiasm
2) Rio SF as a focal tool
1) Awareness within the
community
2) Easy access to the
Rio SF and projects that
would address issues of
concern
Table 9: Ibiaí Results, continued
Creche Mae Angela
UNIMONTES Ibiai
Nucleus
Just starting to
implement projects
e.g. about garbage
Lectures on
environment
al themes
92
1) Garbage
2) Preservation of
the Rio SF
3) Caring for the
Riparian Zone
and forests in
general
People resist
becoming
engaged in the
issues [and], in
general, tend not
to worry
1) Water
2) The Rio SF
3) Deforestation
4) Preservation
5) Garbage
1) Lack of
available
representatives
from each
segment
2) Lack of time to
plan and
implement the
projects
3) Lack of
continuity of
projects
1) This interest of
countries that want to
preserve our global
environment is very
important
2) To make people
aware, starting from a
young age and
continuing into old age,
of the importance of EE
This kind of
collaborative work is
urgently needed

Environmental Education in the São Francisco River Valley

Transcrição

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